The Frostig Visual Perception Test was developed by Frostig (1961) to assess children's visual perception skills. Marianne Frostig developed this test and program as a result of many years of work with children with learning disabilities. The Frostig Visual Perception Test was standardized as a result of studies with 2116 children with normal development. Since its development, the test has been frequently used in studies involving the assessment of visual perception ability (Ahmetoğlu et al. 2008; Alekso, 2011; Brand, 1989; Bezrukikh & Terebova, 2009; Bezrukikh et al. 2009; Walter, 1963), it has been frequently used in studies conducted in different cultures, and although no reliability and validity studies have been conducted in Turkey, it has been used in many studies because it gives confidence to researchers about its validity (Ahmetoğlu et al. 2008; Akı et al. 2008; Akaroğlu & Dereli, 2012; Aral & Bütün Ayhan, 2004; Aral et al. 2011; Aral & Erturan 1999; Çağatay, 1986; Tuğrul et al. 2001; Bayhan, 1992; Erdem & Tuğrul, 2006; İbişoğlu 1987; Kaya, 1989; Koç, 2002; Mangır & Çağatay 1987; Yıldırım et al. 2012; Yücelyiğit & Aral, 2013). The reliability study of the test for only five-year-old children was conducted by Sökmen (1994) and it was found that the overall and sub-dimensional continuity coefficients of the test were significant at the 0.01 level. The Frostig Visual Perception Test consists of five sub-dimensions: Eye-Motor Coordination, Shape-Ground Discrimination, Shape Stability, Perception of Position in Space and Perception of Spatial Relationships. Eye-Motor Coordination (EMC) is defined as the ability to coordinate vision with body movements or parts of the body.In the subtest, children are expected to draw uninterrupted, straight, curved and open lines from one model to another without model lines within boundaries of different widths, aiming to measure hand-eye coordination. Shape-Ground Discrimination (GSD) is defined as perceiving the stimulus that is selected or should be selected among many stimuli and thinking about it, focusing and paying attention.In the subtest, it is expected to perceive the shape among increasingly complex grounds. Here, intersecting and hidden geometric shapes were used. It aims to measure the ability to perceive the shape in the ground. Shape Constancy (SC) involves the perception of an object in shape, posture, size, shading and position and differentiating it from similar shapes. The test includes square, circle, rectangle, ellipse and parallel sides. It aims to measure the ability to perceive shapes in different positions. Spatial Position Perception (SPP): It is stated that a mental process is required to recognize the positions of the parts of the shape relative to each other and this process requires attention.It involves recognizing the reversed and rotated states of the shapes presented in a sequence. It aims to measure the ability to perceive shapes in different positions. Perception of Spatial Relationships (SRR) is defined as perceiving the relationships of two or more objects with themselves and with each other. It aims to measure the ability to analyze the elements that make up the shape. There are standard scoring criteria for each sub-domain of the Frostig Visual Perception Test. The child's raw scores from each sub-dimension are converted into standard scores.Standard scores are obtained from the percentage tables developed for the Frostig Visual Perception Test (Çağatay, 1986; Kephart, 1978; Ramseyer & Cashen, 1985 Reinartz & Reinartz 1975; Lockowandt, 1974)