Detecting Visual Problems
Eliminating visual problems that contribute to these signs or symptoms may bring rapid improvement in school or work performance and even driving attention.
Physical symptoms
Holding a book too close when reading (15-20 cm)
Holding head at extreme angle to book when reading
Moving head back and forth while reading instead of moving only the eyes
Covering one eye while reading
Squinting when doing near work
Constant poor posture when working close
Burning or itching eyes after doing near vision work
Blinking excessively when doing near work.
Rubs eyes during or after short periods of reading
Headaches after reading or near work
Poor Performance and other clues
Tasks requiring reading takes longer than it should
Poor attention span and drowsiness after prolonged work less than arm’s length away
Seeing blurring or double while reading or writing
Losing place when looking from close to distant work
Using a ruler/finger to keep their place when reading
Writing with irregular letter or word spacing
Reversing letters (b for d) or words (was for saw)
Misaligns digits in columns of numbers
Repeatedly omitting “small” words
Re-reading or skipping words or lines unknowingly
Fails to recognize the same word in the next sentence
Comprehension declines as reading continues
Failing to visualise (can’t describe what they have been reading about)
Getting Ready to Learn
Ensure you and your children are ready to learn by testing the development of your vision and hearing in all stages of life – preschool, primary school, high school and beyond.
Remove Potential Roadblocks to learning/development
Vision problems can be detected and prevented before affecting performance at school, driving or work. The ability to reach your full potential and even the development of physical, emotion and social aspects. Anyone who has learning-related visual problems can usually be taught to learn better through the use of lenses for near work and optometric visual training. Then, these learning tools become as important as the pens, pencils, books and computers you will all use throughout school, university or work.
One myth that many people believe is that we all see the same and because of this many visual problems go undiagnosed. The truth is that the only way to know what is “normal” for all, is to see your optometrist. However, not just an optometrist but a behavioural optometrist. This is because vision and eyesight are two different concepts. Behavioural optometrists look at more than “can you see” but also look at “how” and how effectively you see and process visual information.
Vision is critical to learning; it is our most dominant system for getting information. Vision is a mental process; it involves working out where objects are in space, their form, distance and colour, the control of speed and direction of movement. Though once thought to be inherited, these abilities are also learned – they develop and change throughout life.
Our best learning takes place when we use both of our eyes together, efficiently. Learning is easier when we combine visual information with the information we receive through our other senses such as hearing, touching and moving. So if our eyes aren’t working as a team, for example, the impact on processing information, and in turn, learning can be dramatic. To do all of the things required at school and work – solve
Key Reasons to get tested
Preschool Age:
This age are in the early stage of development, making it a great time to catch any visual problems before they start vigorous visual tasks at school.
Primary School Age:
Visual problems can arise when the visual systems are suddenly required to work at effective levels to allow for learning.
High School Age:
An increased level of demand is placed on students which can cause visual difficulties and decreased levels of learning. At this age, students also begin to drive and quick, effective visual attention and clarity is required.
Beyond High School Age:
As we age and move into different stages of life our visual systems are placed under different demands that require monitoring. Also, age related eye problems too need monitoring and regularly checked.
Signs of Vision Problems
Vision is a key sense in the classroom, work place and on the road and plays a major role in reading, spelling, writing, board work and computer work. We tackle these tasks all day long, day after day. Each requires the visual skills of seeing quickly and understanding visual information that is frequently less than arm’s length from the eyes.
Clear eyesight is not all that is require for close vision tasks. We must have a variety of scanning, focusing and visual coordination skills for learning and for getting meaning from reading. If these visual skills have not been or are poorly developed, learning may become more difficult and stressful and you and your children typically may react in one of a variety of ways:
Avoidance of near visual work
Perseverance but with reduced understanding
Discomfort, fatigue and a short attention span
Adaptions such as the development of short sightedness or suppression of the vision of one eye
Visual stress reactions can help explain the discomfort, fatigue, changes in behavior, altered eyesight and declining academic or work performance that often indicate a learning-related vision problem.
Vision problems do not “cause” learning disabilities. However, poor visual skills can interfere with the process and impede remedial efforts. Vision is a foundation skill. Without a sound base, learning is like trying to build a house on sand. Good vision skills are essential to support learning.