It is currently estimated that 1 out of 4 school age children and 7 out of 10 juvenile offenders suffer with undiagnosed vision problems that effect performance in school and in life. According to the American Foundation for Vision Awareness, vision disorders are the fourth most common disability in the United States and the most prevalent handicapping condition in childhood.
Seventy percent of what a child learns in school is processed through the visual system. Even a minor visual processing problem will interfere with a child or adult performing to their potential.
Yet, according to the Better Vision Institute, only 14% of children have had a comprehensive vision exam by first grade. Based on research, the National PTA and the National Society for the Prevention of Blindness estimates 10,000,000 students suffer with undiagnosed vision problems in our schools and that good visual skills are necessary for successful learning. Public awareness is necessary to insure children and adults with learning related vision problems get the care they need.
You can contribute to raising the public's awareness of vision and its relationship to learning by sharing the information you learn with friends, relatives, educators, the media and local, state and national policy makers.
Whereas, It is estimated that more than 10 million children (ages 0 to 10) suffer from vision problems; and
Whereas, Many visual skills are necessary for successful learning in the modem classroom; and skill deficiencies may contribute to poor academic performance; and
Whereas, Typical "vision" evaluations/screenings only test for a few of the necessary learning related visual skills (distance acuity, i.e. 20/20 eyesight, stereo vision, and muscle balance), leaving most visual skill deficiencies undiagnosed; and
Whereas, Learning related vision problems, when accurately diagnosed, can be treated successfully and permanently; and
Whereas, Knowledge regarding the relationship between poorly developed visual skills and poor academic performance is not widely held among students, parents, teachers, administrators and public health officials; now therefore be it
Resolved, That National PTA, through its constituent organizations, urge schools to include in their vision screening programs tests for learning related visual skills necessary for success in the classroom.
P.A.V.E. recommends a developmental evaluation for every child beginning school and at anytime symptoms are present. To learn more about visual symptoms, click here. Whenever visual symptoms occur, a developmental vision evaluation by a behavioral optometrist is indicated.
"The Vision Connection" is an educational program by KidCite to teach children, teachers and parents about visual, auditory and vestibular skills. It includes a pre and post screening battery to help identify children with problems in 12 skill areas. Brain Gym activities are also included to help children learn to focus their attention and recapture attention when distracted.
"The Vision Connection" helps screen children with visual problems and gives parents and teachers activities to help at home. It does NOT, however, correct clinical visual efficiency and visual perception problems so a comprehensive vision evaluation is still necessary.
To learn more about KidCite's - The Vision Connection, click here.
Kidcite provides 12 "free" vision and learning charts to educate parents and teachers about behavioral symptoms and visual, auditory, and vestibular problems. We suggest you share the vision and learning charts with your child's teacher. To view these charts, click here.
To learn more about vision and learning, we invite you to visit www.visionandlearning.org. This site was created by behavioral optometrists as a resource for parents and teachers and written as a 101 course designed to educate parents and teachers about the impact vision has on learning.
When a child is not achieving to his or her potential, concern is raised among parents and teachers. Action may follow any number of courses including parent conferences, private assessments, and tutoring. Ultimately, children having difficulty learning are evaluated by an inter- disciplinary team of school personnel. This team may have different names in different districts, but it is typically comprised of a school psychologist, a learning specialist, and a reading specialist. With the parents' consent, the outcome of these evaluations is an Individualized Education Plan ( IEP ). This sets the goals to be achieved by the child through special education. The child is most commonly identified as perceptually impaired, neurologically impaired, learning disabled or having attention deficit disorder.
The role of the optometrist in the multi-disciplinary approach is to assess the child's visual abilities. Attempting to function in the academic environment with poor visual abilities may result in fatigue, short attention span, avoidance of near work, slower performance, and reversals or transpositions. Deficient eye-hand coordination can result in sloppy or tedious handwriting which will interfere with a child's ability to express thoughts in writing.
Tests administered at school, or visual screenings conducted by school nurses, are useful in identifying the need for comprehensive visual evaluations. They are not intended to substitute for optometric assessment. The results of any prior assessments, together with the child's history and the results of the optometric evaluation, will be thoroughly considered when making recommendations for treatment.
Many children with learning difficulties do not have problems with eyesight, but do have vision problems. Recommendations for treatment are more likely related to enabling the child to process visual information efficiently. This may be accomplished through the application of lenses, prisms or vision therapy. When visual function is improved, children are better able to benefit from classroom instruction or specialized resources.
The sequence of steps which bring a child to an optometrist skilled in learning-related visual difficulties may vary. Sometimes the parent approaches the optometrist directly because of positive experiences with a sibling or through another parent's recommendation. Referral may also occur through a professional treating or working with the child. In all instances, the optometrist's role is as one member of a multi-disciplinary or group effort to help the child achieve closer to his or her full potential. No single discipline or professional can supply all the answers.
Members of the College of Optometrists in Vision Development (COVD) are optometrists who have a special interest in the multi-disciplinary management of children with learning difficulties. Fellows of the College are certified in the diagnosis and management of learning related vision problems. For further information, contact COVD or consult with your COVD optometrist.
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- 12/6/96 by:
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