Many parents ask me to make a series of formal recommendations to teachers to help their child, once I have identified a visual development problem that is affecting their child’s ability to learn. I resist this for several reasons. First and foremost is that the professional educator is the best person to make decisions that directly impact the instructional approach to the child. I am not trained as an educator. Secondly, so many of the visual development problems that I encounter respond quickly to treatment. Often by the time a compensatory procedure or supportive activity is implemented, it may already need to be modified. It is also my experience that once a compensatory technique is implemented, it tends to be held on to and continued even after visual skills have been improved and that compensatory technique is no longer required. Once certain visual skills have reached a certain level of improvement, it is crucial that those new developing skills be allowed to be used (even if mistakes continue to occur) to allow for further practice and development of the improved skill.
With these caveats, I do feel that the following might be found helpful in a combined approach to aid us both in helping the children we serve.
NOTE: For any given child only a portion of this FAQ may be applicable. However, I feel that by sharing this general knowledge with you, the professional educator, it may empower you to help your students in new ways.
(Adapted from and a special thanks to Dr. Paul Harris, OD)
Read Calgary Vision Therapy's Newsletter for Teachers including a checklist of symptoms to look for in your students.
-- Teachers can help with identifying many
-- Vision problem checklist
-- Should an optometrist be included on
-- Visual training: Play, work or both?
-- Visualization scores success in spelling
-- Success stories
-- Children don't know they have a