Calgary Vision Therapy
  • Home
  • What Is Vision Therapy
  • Vision & Learning
  • What We Treat
    • Learning Difficulty
    • ADD/ADHD
    • Concussion & Brain Injury
    • Convergence Insufficiency
    • Eye Tracking Dysfunction
    • Visual Perception Delays
    • Is Dyslexia treatable?
    • Lazy Eye
    • Sports Vision Training
  • Neuro-Optometry Exam
  • About Us
    • Vision & Learning Center
    • Dr Brent Neufeld
    • Hours and Location
  • Referrals & Forms
    • Pre-examination Forms
    • Is a Referral Required?
    • Referral from School
    • Referral from Optometrist
    • Psychologist Referral
    • Allied Professional refer
  • Info For Parents
  • Vison Therapy References
Calgary Vision Therapy
  • Home
  • What Is Vision Therapy
  • Vision & Learning
  • What We Treat
    • Learning Difficulty
    • ADD/ADHD
    • Concussion & Brain Injury
    • Convergence Insufficiency
    • Eye Tracking Dysfunction
    • Visual Perception Delays
    • Is Dyslexia treatable?
    • Lazy Eye
    • Sports Vision Training
  • Neuro-Optometry Exam
  • About Us
    • Vision & Learning Center
    • Dr Brent Neufeld
    • Hours and Location
  • Referrals & Forms
    • Pre-examination Forms
    • Is a Referral Required?
    • Referral from School
    • Referral from Optometrist
    • Psychologist Referral
    • Allied Professional refer
  • Info For Parents
  • Vison Therapy References

Referrals from Teachers or Schools

 

Dr. Neufeld welcomes referrals from teachers.


A Calgary Vision Therapy Referral Form for Teachers is provided for your convenience.


Teachers are often one of the most valuable  individuals to help a child discover that they may have a vision problem  which is contributing to their difficulty to learn or difficulty  learning to read.


Teachers have the advantage that they see many  children in the learning environment and many times the teacher will  perceive that something is not quite right.


You may make observations such as: the child  having extreme difficulty keeping their place when reading, headaches  while doing work within arms reach, avoids doing visual tasks, short  visual attention span, difficulty copying from the board.  If the  student is struggling academically or acting out in appropriately in the  classroom, teachers can alert parents that a potential vision problem  needs to be ruled out.


How can I spot a child with vision problems? Download the Teacher's Checklist of Vision Problems and have your student take the Vision Symptom Checklist. 

Downloads

Teachers Checklist of Vision Problems (pdf)

Download

Visual Problems Symptom Checklist (pdf)

Download

What about the student on an IPP program and already is diagnosed with a Learning Difficulty?

Vision problems were found in 67% of Canadian children (ages 6 - 12  years old) who were in an IPP program.   There are different components  of eye exam testing that can be (but are not routinely) performed.    Click here for more details. 


There is a high likelihood that a child who has already been diagnosed with a learning difficulty with whatever label description, in fact, has a visual perceptual or eye tracking dysfunction that is causing a roadblock in their remediation of learning.


Many of these developmental vision dysfunctions can be remediated through proper vision therapy and then the educators can then better implement their training of filling in the missing educational gaps.


Read about the 20/20 myth.  20/20 too often has been used as confirmation that a child's visual system is working effectively.  This misinformation has caused many children to slip through the cracks of successful learning.

Video

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

Frequently Asked Questions

Please reach us at calgaryvisiontherapy@gmail.com if you cannot find an answer to your question.

The Toolbox Analogy


Imagine that we have delivered to a plot of land  all of the necessary raw materials needed to build a house. Piles of  wood, nails, screws, drywall, cinder blocks, plumbing supplies,  electrical supplies, cabinets, doors, windows, roofing materials, etc.  are all present in abundance. The child brings to that work site each  day their toolbox. The tools in that toolbox have been acquired over the  years based on the life experiences that child has had. Some children  enter the worksite with a rather complete set of tools to cover most  needs, while others have only the essentials or may in fact be missing  even a core or fundamental tool. Fundamental or required tools might be  considered to be a hammer, a saw, a screwdriver or a tape measure.

In general, schools assume two things. The first  is that most children enter with the set of tools that will carry them  through their academic career and that the fundamental set of tools that  a child brings to school is fairly set or immutable. The child is  placed into a series of courses such as Carpentry 101, Plumbing 101, and  Electrical Systems 101. In Carpentry 101 they may begin with the simple  tasks of measuring and marking lumber to be cut to length, how to  start, drive, and set a nail, and making a cross-cut saw cut safely,  accurately, and square. To a child coming to the workplace with a basic  framing hammer, a handheld crosscut saw, and a Stanley 25 foot  tape-measure these beginning classes may come rather easily. To a child  missing one or more of these basic tools, failure to achieve basic  "educational" goals may become evident rather early on.


Generally in the education system a child comes to  the attention of their teacher before testing for a problem is  initiated. To qualify for services their performance must have fallen to  a certain measurable amount.


Many resourceful and smart children who are  missing fundamental tools may find ways to get the job done although  they are not using the proper tool. They might find a rock to use as a  hammer or they might use a monkey wrench to hammer in the nails. The job  gets done but it takes longer, the job isn't done as well and there may  be some wear and tear on the child that would not have been present had  the child used the proper tool for the job. However, the child, due to a  lack of the appropriate developmental experiences is/was lacking the  tool. This degree of compensating can often serve to mask the discovery  of a missing fundamental tool for quite a while in a resourceful child.


Once the teacher realizes the child is having a  problem, the school system will initiate a series of tests to identify  the problems. Psychological educational testing often correctly  identifies the general category of the problems, such as carpentry or  plumbing but may fail to recognize that the lack of a tool may be the  problem. Here is where a false assumption dooms the child to an  intervention program that will actually work to embed the problem even  more. How?


A hammerless child is labeled as "hammerless" or  "hammer compromised." The system then looks for special education  materials that have been shown to be able to be mastered by those  without hammers. The idea has been that the child who does not have a  hammer should not be penalized for not having a hammer and we should not  ask them to do things that require hammers. Therefore a program has  been conceived and produced in, for and by the school, which addresses  hammerless children's needs.


The hammerless child will be given activities,  which will not require them to use a hammer. Either they will now use  screws and screw guns for everything or they will switch to learning to  assemble prefab home kits. The child will advance through the rest of  their courses but a fundamental tool and basic skill necessary to nearly  any home building project will be missing, the ability to use a hammer.  The false assumption was that once hammerless, forever hammerless.


The education system is not in the business of  tools. They are in the business of tool usage. "Missing tool? Oh well  you'll just have to learn to accept your hammerless condition and  arrange things differently so that you don't encounter hammering demands  in school life." Real life then becomes another matter.


The key factor in behavioral vision care is that  our assumption is that the presence of a missing tool is only evidence  of not having had the appropriate meaningful experience to have  developed or acquired that tool. We are in the business of identifying  the missing tools and then putting together treatment protocol. The  purpose of which is to provide the child with the necessary meaningful  experiences to acquire the tool.


In essence, we take the child shopping. We know  that hardware stores exist. We know the fundamental classes of tools. We  know the order which people generally acquire tools. One would not  start their saw collection with learning how to use a coping saw or a  compound miter saw. One starts with a hand held crosscut saw and learns  by cutting basic lumber to length. A rip saw may follow. Then a circular  saw, jig saw, table saw, band saw, coping saw etc. each experience  being built on the prior knowledge base all which came from the hand  held crosscut saw. This process of tool acquisition and attaining  fundamental competence in the use of the skill is the domain of  optometric behavioral vision care. We turn over to the school system a  child who now possesses the correct array of tools to perform the tasks  required of them. When the school system moves on to fundamentals of  balloon framing houses or the proper method of trussing up a floor the  child will have the tools necessary to execute the demands of the class,  understand the concepts, and to use the proper tools for the proper  job.


Behavioral vision care/Developmental Optometrists  do not teach carpentry, plumbing, or wiring. Behavioral vision  care/Developmental Optometrists do not teach reading, writing or  mathematics. Behavioral vision care/Developmental Optometrists do  identify missing tools and take the child shopping to acquire and gain  competency with the new tools. Then, and only then, will the school  system find a child who is ready to be taught using conventional methods  and who will achieve in a variety of educational settings and following  a variety of teaching methods.


Vision problems were found in 67% of Canadian children (ages 6 - 12  years old) who were in an IPP program.  Eye-teaming deficits hindered  these children's ability to stay focused ...


Click here to read more


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.  After families have successfully gone through our vision therapy program, we ask them if they feel that, now knowing what they know, if this is something that could be done in schools by well-meaning teachers or educational assistants.  The consensus is no.


Teachers/schools are trained to look for accommodations to help the student.  While accommodations do have their place in the classroom, accommodations don't develop the missing skill but rather tend to us other skills to compensate for the missing skill.  When it comes to visual skill deficiencies, Calgary Vision Therapy is providing the experiences to develop the lacking or missing visual skills.


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.oepf.org. This book details an educational curriculum and program for the early grades based on the Piagetian principles of learning.


Some children show this right away, but this is not to be expected.  Typically the first change in the ability to sustain visual attention on  near tasks begins around the 10th to 12th session of their treatment.  Certainly by the 16th session or about four months into treatment I  would expect the child to be attending much better than before, assuming  of course that this was a problem before. 


Generally this is not necessary although some children benefit from this  if you stay fairly stationary in the front of your room. This is  because with fewer children between you and the child there are less  possible distractions for the child. As well, the volume of your voice  and the size of your movements and gestures are larger, which helps the  child in question attend better. If for any reason there is an optical  reason that is causing a decrease in visual acuity, most frequently  lenses will be prescribed to improve visual acuity to at least the 20/40  level, which should allow a child to see anything of importance from  any place in your classroom. 


Read more FAQ from both Teachers and Parents


Copyright © 2023 Calgary Vision Therapy - All Rights Reserved.

Powered by GoDaddy Website Builder

  • Home
  • What Is Vision Therapy
  • Privacy Policy
  • Info For Parents

This website uses cookies.

We use cookies to analyze website traffic and optimize your website experience. By accepting our use of cookies, your data will be aggregated with all other user data.

Accept