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World's Greatest Career - Vision Therapy (or everything you ever wanted to know about the eyes, but was afraid to ask!)

Vision is a cognitive act
which enables us to look at an object
and not only identify it
but to determine where it is,
is size,
its distance from the observer,
its rate of movement,
its texture,
and everything else that can be determined
by visual inspection.


Eye sight which involves the sensory ability
of the eye to distinguish small details
is only one component of vision.

Snellen eye chart is used in most schools to judge visual acuity (eye sight)

To obtain the greatest amount of information
in the shortest time
and with the least effort,
the eyes must be able to scan with speed and control.


If eye movements are slow, clumsy, or uncoordinated,
if the eyes jump, miss, 'stutter'
or lose their place on instructional materials
-the amount of information obtained will be reduced.

The human visual system is designed so that the paired eyes
and all of their reciprocating muscles work as a team.


All judgments of spatial orientation,
relationships,
depth perception
and more important,
the immediacy and accuracy of clear, single vision
for almost every object or symbol,
depends on the paired action of the eyes.

This ability and any proficiency a child may attain
in this area is depedendent upon
the use,
practice, and
integration of the eyes and the hands as paired learning tools.


Out of this practice
emerges the ability to make visual discriminations
of size,
shape,
texture, and
location of objects.


This skill is developmentally essential
and preparatory to both reading and writing.

The child's first symbols are
images
and pictures
which allow him to mentally hold fleeting reality.


This skill of visual imagery
allow the child to relate primary experiences
to the pictures
and words
as seen on the printed page.


Skillful action in the previous three areas
provides perceptual information
that permits the translation of object
size,
shape,
texture,
location,
distance,
and solidarity into understood pictures and words.


Visual form perception is a derived skill,
not a separate and independent ability.


Its ultimate purpose is
the immediated and accurate discrimintation of
visible likenesses and differences,
so comprehension can be
immediately followed by appropriate actions.

A comprehensive analysis of a person's visual functioning
should include
an eye health evaluation,
measurement of visual acuity and
refractive status (nearsightedness, farsightedness, and astigmatism).


Of equal importance,
the analysis must determine how both eyes work
together as a team,
how the eyes aim and focus together
and how well clear, single vision can be sustained,
especially at a nearpoint reading task.


With the underlying philosophy
that vision is a process
involving an input,
a computing,
an output,
and then a feedback mechanism,
the goal of the analysis should be
to determine
whether the visual system is
effectively processing information.


As vision is used to guide,
steer
and appraise
what we do in our everyday life,
the analysis should be done under natural conditions,
without the use of any
cyclopedlgic (paralyzing) eye drops.

Before you have your eyes examined
check out the doctors your plan on going to "see".


Please!!!!!!
Don't leave your child alone with the doctor.
Always play it safe
and stay with your child.
You can answer any question the doctor might ask.
Also, there are people that don't realize
that their statements can hurt your sensitive
childs feelings.


Remember !!!!!
Not all doctors are made alike!
There are several levels of optometry.
There is the general optometrist.
The next level is the "therapeutic optometrist".
Then there is the
above and beyond the normal run of the mill doctors,
like the doctor I work with
Dr. Richard C. Collier.
Then there is the optomologist, M. D.
Ask a good friend before choosing.


Also find out the price
in advance.


Also, if they take Medicare or Medicaid,
or just cash or credit card.


Plan in advance...
Make sure you won't be missing a meal.
Get there in plenty of time.
It is better to be early,
than to get all bent out of shape
because you got held up in traffic.


If you do have to have your eyes dilated
make sure you have someone to do the driving home.


If you are going because,
you broke your glasses, be sure to bring the old glasses along.


Pick your child's glasses carefully.
It is better to pay for a good pair of glasses
that meet your child's needs.
And that they like them!!!
Than to buy a pair they won't wear
or they will break easily.
There are glasses make especially for sports.
There are holders made to help smaller children
hold their glasses on during their busy busy lives.
Give a child a couple of choices when picking out glasses.
Yes, it can be what the parent wants,
but maybe in several different colors.
Children need to feel they have some say so in their lives
and in their appearance.
The child will be wearing the glasses everyday.
Please try to consider their feelings as well.
In the long run,
the child will appreciate you more.

Optometric treatment
for a vision dysfunction may include
the use of lenses,
prisms,
visual training programs,
and developmental vision guidance.


In addition,
specific recommendations may also be made
concerning general health and nutrition.

The following clues to classroom visual problems

were compiled
by the Optometric Extension Program Foundation, Inc.
Children observed to exhibit these signs
should be referred for a developmental vision evaluation.

One eye turns in or out at any time.

Reddened eys or lids.

Eyes tear excessively.

Encrusted eyelids.

Frequent sites on lids.

Headaches in forehead or temples.

Burning or itching after reading or desk work.

Nausea or dizziness.

Print blurs after reading a short time.

Head turns as reads across page.

Loses place often during reading.

Needs finger or marker to keep place.

Displays short attention span in reading or copying.

Too frequently omits words.

Repeatedly omits "small" words.

Writes up or down hill on paper.

Rereads or skips lines unknowingly.

Orients drawings poorly on page.

Complains of seeing double (diplopia).

Repeats letters within words.

Omits letters, numbers, or phrases.

Misaligns digits in number columns.

Squints, closes, or covers one eye.

Tilts head extremely while working at desk.

Consistently shows gross postural deviations at desk activities.

Must feel things to assist in any interpretation required.

Eyes not used to "steer" hand movements
(extreme lack of orientation, placement of words or drawings on page).

Writes crookedly poorly spaced cannot stay on ruled lines.

Misaligns both horizontal and vertical series of numbers.

Uses his hand or fingers to keep his place on the page.

Uses other hand as "spacer" to control spacing and alignment on page.

Repeatedly confuses left-right direction.

Mistakes words with same or similar beginnings.

Fails to recognize same word in next sentence.

Reverses letters and / or words in writing and copying.

Confuses likenesses and minor differences.

Confuses same word in same sentence.

Repeatedly confuses similar beginnings and endings of words.

Fails to visualize what is read either silently or orally.

Whispers to self for reinforcement while reading silently.

Returns to "drawing with fingers" to decide likes and differences.

Comprehension reduces as reading continued;
loses interest too quickly.

Mispronounces similar words as continues reading.

Blinks excessively at desk tasks and / or reading;
not elsewhere.

Holds book too closely;
face to close to desk surface.

Avoids all possible near-centered tasks.

Complains of disconfort in tasks
that demand visual interpretation.

Closes or covers one eye when reading
or doing desk work.

Makes errors in copying from chalkboard to paper on desk.

Makes errors in copying from reference book to notebook.

Squints to see chalkboard, or requests to move nearer.

Rubs eyes during or after short periods of visual activity.

Fatiques easily;
blinks to make chalkboard clear up after desk task.

American Optometric Association,
243 N. Lindberg Blvd. St. Louis, MO 63141.

College of Optometrists in Vision Development,
P. O. Box 285, Vhula Vista, Ca 92012.

Optometric Extension Program Foundation, Inc.

Vision Information Catalog,
Educatior's Checklist,
Observable Clues to Classroom Vision Problems.

Vision and Learning Disabliity.
Edited by Tole N. Greenstein, O.D.
Library of Congress
Catalogue Card Number 75-46150, or
American Optometric Association.

Vision-Its Impact on Learning.
Edited by Robert M. Wold, O.D.
1978 Special Child Publications,
A Division of Bernie Straub Publishing Co.,
4535 Union Bay Place, N E, Seattle, WA 98105

Prepated from information supplied
by Doctors Marilyn Brenne Heinke and Robert M. Greenburg,
Fellows, College of Optometrists in Vision Development.

This a copy or product of the ERIC Clearinghouse
on Handicapped and Gifted Children
1920 Association Drive, Reston, Virginia 22091, 1981.

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