Frequently Asked Questions Notes to Professional Educators

 

 

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.

 

 How do optometry and education complement each other in helping children with reading and learning problems?

 

 What About the Student Who Requires an IPP Program and Already is Diagnosed with a Learning Difficulty?

 

Can we help by doing any of the visual therapy in the classroom?

 

Will your work specifically address pencil grip and writing posture?

 

Will your work address posture at all?

 

When will problems copying from the white board get better?

 

Are timed tests a problem and if so, when should I expect this to cease being a problem?

 

When might I see changes in attention?

 

Do I need to move the child to the front of the room?

 

 How long until reading changes and what types of changes may I see?

 

 Within what kind of time frame should I expect to see change?

 

Where do glasses fit into this?

 

What is Visual Therapy?

 

Now that the problem has been identified what will happen?

 

What percentages of school children have these problems?

 

 Why aren’t they getting the appropriate experiences at the right time?

 

How do children acquire skill in the use of their visual abilities?

 

What is the visual process and how do we use it?

 

 

(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.

 

Topics include:

 

-- Teachers can help with identifying many

    vision problems

 

-- Vision problem checklist

 

-- Should an optometrist be included on

    learning teams?

 

-- Visual training: Play, work or both?

 

-- Visualization scores success in spelling

 

-- Success stories

 

-- Children don't know they have a

    problem

 

 

 

Read Signs and Symptoms of Visual Information Processing Problems

 

 

 

 

Watch this video (a vision experiment with four teachers) to understand why some of your students may struggle with reading

Copyright 2014 Dr. Brent W. Neufeld