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Understanding Facial Recognition Difficulties in Children Also in This Series Understanding Facial Recognition Difficulties in Children also in this series Understanding Dyspraxia A Guide for Parents and Teachers (2nd Edition) Maureen Boon ISBN 978 1 84905 069 2 Understanding Motor Skills in Children with Dyspraxia, ADHD, Autism, and Other Learning Disabilities A Guide to Improving Coordination Lisa A. Kurtz ISBN 978 1 84310 865 8 Understanding Nonverbal Learning Disabilities A Common-Sense Guide for Parents and Professionals Maggie Mamen ISBN: 978-1-84310-593-0 Understanding Regulation Disorders of Sensory Processing in Children Management Strategies for Parents and Professionals Pratibha Reebye and Aileen Stalker ISBN 978 1 84310 521 3 Understanding Facial Recognition Difficulties in Children Prosopagnosia Management Strategies for Parents and Professionals Nancy L. Mindick Foreword by Glenn Alperin Jessica Kingsley Publishers London and Philadelphia First published in 2011 by Jessica Kingsley Publishers 116 Pentonville Road London N1 9JB, UK and 400 Market Street, Suite 400 Philadelphia, PA 19106, USA www.jkp.com Copyright © Nancy L. Mindick 2011 Foreword copyright © Glenn Alperin 2011 All rights reserved. No part of this publication may be reproduced in any material form (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS. Applications for the copyright owner’s written permission to reproduce any part of this publication should be addressed to the publisher. Warning: The doing of an unauthorised act in relation to a copyright work may result in both a civil claim for damages and criminal prosecution. Library of Congress Cataloging in Publication Data A CIP catalog record for this book is available from the Library of Congress British Library Cataloguing in Publication Data A CIP catalogue record for this book is available from the British Library ISBN 978 1 84905 802 5 ISBN pdf eBook 978 0 85700 494 9 Printed and bound in the United States by Thomson-Shore, Inc. CONTENTS ACKnoWLEDGEMENTs 7 Foreword by Glenn Alperin 9 Introduction 11 1 The World of Prosopagnosia 15 2 Seeing Faces 25 3 Benefits to Children of Face Recognition 31 4 Faces, Math and Motion: the Clustering of Talent and Impairment Areas 35 5 Recognizing Non-recognition 39 6 How Prosopagnosics Recognize 43 7 Supporting the Child in Elementary School 53 8 The Older hildC and Teen in School 65 9 Working with Parents and Teachers 71 10 Helping the Child to Thrive Socially 73 11 Disclosure of Prosopagnosia 81 12 Facial Expressions and Prosopagnosia 97 13 Diagnosis of Prosopagnosia 105 14 Looking Toward the Future 113 15 Afterword 119 APPENDIX 121 GlossarY 125 BibliOGraphY 127 SubJECT INDEX 139 AUThor INDEX 142 ACKNOWLEDGEMENTS Special thanks go to “Donna Peterson,” Jim Cooke, and Glenn Alperin, for their extensive interviewing and input related to the book. I truly hope that I have done justice to your interviews and feedback. Also to Jenni Welch and “Lydia Mathers” for thoughtful responses. In addition, thanks to Liz Kolodney for encouraging true voice and Martha Hall for encouraging true compass, to Ellie Drago-Severson for encouragement to move forward, Jan Seymour Ford of Perkins School for the Blind for offering information related to vision. Thanks also to Howard Gardner for ideas about publishing, to Amy Rosoff Sampson for thoughtful comments at the project’s beginning and Abigail Marshall for sharing with me the gift of compassion… and for reading. Thanks to JenniferD obbins for encouraging courage. To Ann Dowker, Anne Ipsen, and Maria Balestrieri, Rebekah Cotton, and Sharon Ware for thoughtful feedback. With warm gratitude to my editor, Helen Ibbotson, for insight, kindness, patience. To all people who kindly filled out interview questions and also who submitted photos, even if they were not used. Thanks also to Rachel Menzies and Claire Cooper for their insight and contributions. I wish to also acknowledge every instructor or professor that I have ever had at Salus University. I have loved your effective, well-organized classes related to vision. Dr. M., thank you for nurturing a curiosity and for instilling knowledge, for living the motto (and therefore modeling) that true science is about the pursuit of an idea and the beauty of complexity. Thanks also to Barbara Jennings for general support and encouragement. Thank you toM ike May and other interviewees regarding the evolution of senses paper, because that work has in some ways informed this. Krista Anderson for encouragement, spirit. To Cousin Holly B. Ranieri for encouragement and resilience. To Rebecca Williams Jackson for professional expertize regarding the chapter on diagnosis and testing. Thanks also to the professors and researchers who kindly clarified regarding their research.T o my dear friends, Wolfgang Laskowski and his wife, Dorothea, for kindness and wisdom, intelligence. Thank you toD r. R.G. for your important, challenging feedback. Although many were extremely helpful at various points in the writing process, the opinions expressed in this book represent only my own. 7 FOREWORD Not very long ago, there were only 200 documented cases of prosopagnosia in the whole world. Times have definitely changed. The last 14 years have produced enormous growth in understanding and awareness of prosopag- nosia. When I first launched my personal website about prosopagnosia in October 1996, researchers understood that the condition was caused by either a brain injury, a stroke, or a severe infection. My hopes at that time were essentially twofold: I wanted to tell people what it was like to experience prosopagnosia from an insider’s perspective, and I also wanted to reach out and possibly befriend others who also had prosopagnosia, thereby creating the opportunity to share ideas, thoughts, and experiences with people in similar circumstances who would understand, based on their own personal experience. Current research, which Nancy has cited so eloquently in this book, suggests that the prevalence of prosopagnosia may be as high as 2 percent of the population as a whole. Perhaps more puzzling is that people with prosopagnosia seem to experience it differently—some of us being more severely affected by our own manifestations of the condition than others. With that in mind, this book presents a significant overview of some thoughts and questions to consider in an effort to help children navigate the wide range of complex social situations they may encounter, both in a schooling environment and in the real world. It also contains a large number of tips as to how you might guide the prosopagnosic child and those they encounter toward safer, smoother, and less stressful social interactions. You will get the most use out of this book if you use it more as a guide than an encyclopedia. After reviewing the circumstances of your situation, only you will know what is the best approach to take. You need to be open- minded and willing to explore what works and what doesn’t for your child. You will find that this book provides a solid foundation from which to begin 9 10 UNDERSTANDING FaciaL RECOGNITION DIFFICULTIES IN CHILDREN your exploratory journey with a child who may need help ranging from miniscule to significant.E ither way, thank you so much for caring for the social and emotional well-being of the child in your life. Glenn Alperin, March, 2010 INTRODUCTION What do I see when I see a face? And what do you see when you see a face? I can take you to the moon and back, but how will we tell each other what we saw there? If I tell you my experience, will you understand it, truly? The expression, “He’s just another face in the crowd” is a figure of speech, but for the prosopagnosic child it can be literally true. The individual with the severe face recognition deficit known as prosopagnosia may interact with another for six hours on a Monday and by Tuesday evening be unable to recognize that person on the street. This cognitive visual deficit is not about “acuity” (which could be resolved with glasses). Rather, it is related to how the brain processes faces, just as dyslexia influences reading, even if the individual is normal or even talented in many other areas. I recall the day that I spent at an orientation picnic at Harvard Graduate School of Education. Most who were there sitting on the grass had appeared to me to be strangers, although I had already met some of them during gath- erings at the school. As a woman with prosopagnosia and an educator for years, I had been quite accustomed to navigating crowds, organizing school activities, and having fun in an academic environment, but I have to admit that I found the orientation days to be somewhat—well—disorienting. As an English as a Second Language teacher, I had been accustomed to having confidence in my ability to identify others by creating opportunities to ask such questions as “What is your name?,” make seating charts, and lead activities. However, this was different: in a new university environment, anyone could show up in the library at any time, and each person could potentially be a student I had already met, a complete stranger, a teaching fellow, a staff member, or a professor for one of my classes.S miling at those I didn’t think I knew was helpful, but it left me feeling extremely lonely. I 11 12 UNDERSTANDING FaciaL RECOGNITION DIFFICULTIES IN CHILDREN wondered whether I was ever going to genuinely “know” my classmates in the amorphous environment of graduate school.
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