Our program includes a once-weekly in-office 50-minute session of treatment with 20-30 minutes of home practice on the days that the child does not come to the office. Of course some more home practice may be helpful but we find that the 20-30 minutes assigned is adequate. We don’t see a need to use your valuable class time to address these concerns for an individual child.
As part of our weekly treatment session, we also teach the home assistant the procedures that we need the child to be playing and practicing at home. In virtually every case where we had a non-parental assistant guide the home therapy, we consistently discovered the following difficulties:
• Many crucial items were missed when the information was passed from the assistant attending the teaching therapy portion of our weekly program to the non-parental assistant (such as a well-meaning resource teacher or occupational therapist assistant). This creates additional unnecessary work for our therapists and delays the progress of the child.
• Frequently the procedures were modified to "suit their current abilities" rather than allowing the child to fully experience and develop the skill being presented. Our vision therapists adjust the difficulty level of the procedures to suit each child's current ability. By modifying the procedures, it stunts the visual development growth that our therapists are achieving.
Now if you should want to look for group activities, particularly in the early grades (K-3) to do with your children, I can highly recommend the book, "Thinking Goes to School" by Furth and Wachs. This is published by Oxford Press and is available at www.oep.org. This book details an educational curriculum and program for the early grades based on the Piagetian principles of learning.
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Suite 130, 2880 Glenmore Trail SE | Calgary, AB T2C 2E7 | Phone: 403-242-1800