Comparison of Performance in the Benton Visual-Spatial Perception Test in Students with Special and Regular Learning Disabilities

This study aimed to compare the performance of male and female students with learning disabilities and common students during the Benton visual and spatial perception test in elementary schools in Ardabil.

The research design is descriptive causal-comparative. The statistical population included all students with learning disabilities and normal primary students in Ardabil city in the academic year 2019 (119314 people), from which a sample of 120 people were selected by available sampling method. The Benton spatial visual perception test was used to assess the students. Data were analyzed with descriptive statistics and two-way ANOVA.

The results showed that gender alone had a significant effect on students' level of visual/ spatial perception; furthermore, the kind of disorder including dyslexia, math, reading and math and without learning disorder have a significant effect on gift/ spatial perception action of students, although the interactive effect of learning disability (reading, math, reading, reading and math without learning disabilities) and gender did not have a significant effect on students' visual/spatial perception.

It can also be concluded that children with learning disabilities in visual-spatial perception have weaker performance than normal students, so they need special training to compensate for this weakness.