Visual Activities and difficulties with Managing Anxiety/Stress
Remember, disability is a highly individualised experience. People with the same disability may have very different capabilities and/or needs, so it is always best to discuss any adaptations to practice, the environment or equipment directly with the disabled person themselves rather than making assumptions about what adjustments may be suitable.
Anxiety and stress are fundamental human emotions. Some suggest that they are only noticeable when they occur in excess; however, many people adapt to very high levels of anxiety and stress.
Anxiety is normal and can be helpful in stressful situations. The burst of adrenaline and nerve impulses in response to stressful situations can help to prepare for fight or flight. However, anxiety is considered to be abnormal if it:
-
is out of proportion to the stressful situation;
-
persists when a stressful situation has gone, or the stress is minor;
-
appears for no apparent reason when there is no stressful situation.
Typically, difficulties with anxiety/stress should not impact significantly on engagement with visual learning activities unless the nature of the content could be construed as distressing, for example, a film about cruelty to animals. Teachers should be know which people in their group have these difficulties and decide, on a person by person basis, what adjustment they should make. For example, someone who could become overly distressed by a film’s content may be less stressed by being asked to read about it in the library or on the internet.
Some people with dyslexia experience visual disturbance or discomfort. They may experience one or several of the following oversensitivity to bright lights. In some cases any of these symptoms can significantly affect reading ability and can also make reading very tiring. This is why some dyslexic students may need extra time for reading, both in class work and for assignments/exams.
