Vision and learning
We can help.
Students who are having difficulty with learning, or coping at primary, secondary and tertiary levels.
Those with symptoms such as blur, headaches, tired eyes and other symptoms related to using eyes
For example, for a student learning to read, it is important to establish exactly why a student may be experiencing difficulties in learning. Is the area of difficulty visual, visual perceptual, auditory phonological or combinations of these areas?
With children who have begun to read, it is often helpful to investigate whether they use a more visual or phonetic approach to reading. This can be contrasted with their own perceptual profile to ensure that they are utilizing their strength areas.
A full assessment of both areas will often tease out the various areas of strengths and weakness and will establish how a student uses vision, visual perceptual and auditory information and how these abilities are integrated. Strategies for better learning can then be given.
Download the Vision and Learning Information Sheet
There's more to good vision than reading the letter chart
We Assess
- Visual Skills
- Eye Health and Colour Vision
- Visual Perception
1. Visual Skills
This assesses if the eyes are healthy and operate with the necessary clarity, accuracy, flexibility and stamina to facilitate learning. We assess visual skills and ensure that the visual system operates as efficiently as possible.
We can remediate with lenses that are specific to the visual task or with eye exercises or specific advice to help maximise vision.
A vision and eye health examination includes, Myopia, Hyperopia and Astigmatism, Distance and Near vision and performance, Focusing skills, Eye alignment and co-ordination skills, Eye movement and tracking skills, Depth perception.
2. Eye health and Colour vision
Glaucoma, Cataracts, Diabetes, Blood Pressure problems may all affect eye health and ultimately vision. Our eye health assessment will check for these general health conditions.
We examine all the eye structures that may be affected.
We take a photo of the eyes.
This allows us to monitor any changes that may occur as time goes on.
3. Visual Perception
As well as assessing visual skills and how your eyes work, we also assess how you use your vision to think. This is important for the student at school, but also the person who is learning at any age.
A Perceptual assessment looks at how a person understands what they see. It looks at how a person uses visual information and how they integrate auditory information and hearing with vision. These tests are designed to investigate vision at the next higher level in the brain after the eye itself. They aim to establish how a student uses and processes visual information for learning and also aim to differentially diagnose between auditory and visual difficulties.
These tests are designed to investigate vision at the next higher level in the brain after the eye itself and aim to establish how a student uses and processes visual information for learning.
This includes the assessment of spatial thinking skills. Thinking in space allows us to understand, remember and organize learning in space. These skills are most important for handwriting, page organization, puzzles, rapidly locating ‘where’ information is, such as on a blackboard, remembering and finding patterns. These skills are particularly needed for maths, handwriting, and design.
This assessment also examines visual speed, memory and imagery ability. Some of these abilities are a combination of skills. For example Rapid Naming is a visual-verbal skill and aspects of Visual Sequential Memory need a contribution from auditory memory. These skills are particularly linked to literacy- that is to reading and spelling skills.
A full assessment of both areas will tease out the various areas of strengths and weakness and will establish how a student uses vision and visual perceptual to learn. Strategies and solutions for better learning can then be given.
|
