A review of the management of 323 consecutive patients seen in a specific learning difficulties clinic (original) (raw)
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Visual correlates of specific learning difficulties (SpLD) include: binocular instability, low amplitude of accommodation, and Meares-lrlen Syndrome. Meares-lrlen Syndrome describes asthenopia and perceptual distortions which are alleviated by using individually prescribed coloured filters. Data from 323 consecutive patients seen over a 15 month period in an optometric clinic specialising in SpLD are reviewed. Visual symptoms and headaches were common. 48% of patients were given a conventional optometric intervention (spectacles, orthoptic exercises) and 50% were issued with coloured filters, usually for a trial period. 40% of those who were given orthoptic exercises were later issued with coloured overlays. 32% of those who were issued with coloured overlays were ultimately prescribed Precision Tinted lenses. Approximately half the sample were telephoned more than a year after the last clinical appointment. More than 70% of those who were prescribed Precision Tints were still wearing them daily, and results for this intervention compared favourably with data for non-tinted spectacles. The data suggest that many people with SpLD need optometric care and that the optometrist needs to be skilled in orthoptic techniques and cognisant of recent research on coloured filters.
Journal of Optometry, 2017
To report the frequency of binocular vision (BV) anomalies in children with specific learning disorders (SLD) and to assess the efficacy of vision therapy (VT) in children with a non-strabismic binocular vision anomaly (NSBVA). Methods: The study was carried out at a centre for learning disability (LD). Comprehensive eye examination and binocular vision assessment was carried out for 94 children (mean (SD) age: 15 (2.2) years) diagnosed with specific learning disorder. BV assessment was done for children with best corrected visual acuity of ≥6/9-N6, cooperative for examination and free from any ocular pathology. For children with a diagnosis of NSBVA (n = 46), 24 children were randomized to VT and no intervention was provided to the other 22 children who served as experimental controls. At the end of 10 sessions of vision therapy, BV assessment was performed for both the intervention and non-intervention groups. Results: Binocular vision anomalies were found in 59 children (62.8%) among which 22% (n = 13) had strabismic binocular vision anomalies (SBVA) and 78% (n = 46) had a NSBVA. Accommodative infacility (AIF) was the commonest of the NSBVA and found in 67%, followed by convergence insufficiency (CI) in 25%. Post-vision therapy, the intervention group showed significant improvement in all the BV parameters (Wilcoxon signed rank test, p < 0.05) except negative fusional vergence.
Visual Perception in Specific Learning Difficulties
Theory and Practice in Child Development, 2021
From the moment the child is born, learning becomes meaningful and it is interpreted as a result of the experiences first in the family and then in school. However, it is sometimes not possible to talk about the fact that learning takes place in all children although the process has taken place in this direction. Sometimes the individual differences that exist in children and the inability to get the necessary support in structuring their learning experiences can be effective in the failure of learning, while sometimes the type of congenital difficulty can be effective. One of these types of difficulty is a specific learning difficulty. It is not always possible for children with specific learning difficulties to learn, even if they do not have any mental problems. In this case, many factors can be effective, especially the problems that children experience in their visual perception can become effective. Since visual perception is the processing of symbols received from the environ...
Visual‐perceptual difficulties and the impact on children's learning: are teachers missing the page?
Support for Learning, 2012
This article attempts to bring to the fore of educational practice the importance of considering the visual-perceptual condition of Meares-Irlen Syndrome (MIS) when identifying students who have prolonged reading difficulties. Dyslexia is a frequently used term which can be used to label children who have specific difficulties with reading and/or spelling but this paper discusses the problems that this may cause students who have a reading difficulty caused by a visual processing difficulty as the working definitions of dyslexia do not, generally, consider this aspect as a factor especially when remediation interventions are put forward. This article discusses the possibility that teachers and school psychologists may not be fully aware of MIS and therefore not able to recognise it. Moreover, if this condition is not adequately picked up at the important transition times in school then this could harm the student’s self-esteem and affect his/her motivation to succeed in school. The authors argue that the irony of MIS being potentially undetected by teachers and other school professionals is that it is relatively straightforward to identify, and in many cases, to correct.
Learning Disabilities, Dyslexia, and Vision
Pediatrics, 2009
Learning disabilities, including reading disabilities, are commonly diagnosed in children. Their etiologies are multifactorial, reflecting genetic influences and dysfunction of brain systems. Learning disabilities are complex problems that require complex solutions. Early recognition and referral to qualified educational professionals for evidence-based evaluations and treatments seem necessary to achieve the best possible outcome. Most experts believe that dyslexia is a language-based disorder. Vision problems can interfere with the process of learning; however, vision problems are not the cause of primary dyslexia or learning disabilities. Scientific evidence does not support the efficacy of eye exercises, behavioral vision therapy, or special tinted filters or lenses for improving the long-term educational performance in these complex pediatric neurocognitive conditions. Diagnostic and treatment approaches that lack scientific evidence of efficacy, including eye exercises, behavi...
International journal of ophthalmology, 2016
To examine the prevalence of dyslexia and Meares-Irlen syndrome (MIS) among female students and determine their level of visual stress in comparison with normal subjects. A random sample of 450 female medical students of King Saud University Riyadh (age range, 18-30y) responded to a wide range of questions designed to accomplish the aims of this study. The detailed questionnaire consisted of 54 questions with 12 questions enquiring on ocular history and demography of participants while 42 questions were on visual symptoms. Items were categorized into critical and non-critical questions (CQ and NCQ) and were rated on four point Likert scale. Based on the responses obtained, the subjects were grouped into normal (control), dyslexic with or without MIS (Group 1) and subjects with MIS only (Group 2). Responses were analysed as averages and mean scores were calculated and compared between groups using one way analysis of variance to evaluate total visual stress score (TVSS=NCQ+CQ), criti...
Ocular disorders in children with learning disabilities in a tertiary Hospital, Pondicherry
IP Innovative Publication Pvt. Ltd., 2018
Aim: To assess the visual function of the children with disabilities and to identify the preventable and treatable ocular abnormalities. Materials and Methods: This was a cross sectional hospital based study which included the children aged between 3 to 16 years with learning disabilities (cLDs, previously referred to as mentally challenged) who were on speech and occupational therapy sessions. After consent from parents or guardian who accompanied the child, relevant medical history was taken. Detailed ocular examination, visual acuity assessment, cycloplegic retinoscopy of all children was done. Spectacles and low vision aids were prescribed appropriately. Results: A total of 116 children with learning disabilities were enrolled. There were 79 (68.1%) males as compared to 37 (31.9%) females in the study. Eighty eight children (76%) had ocular disorder, 31 children had more than one ocular abnormality and 51 of them were not cooperative for assessment. The most common ocular disorders seen in these children were 48 (54.5%) children had refractive errors, strabismus in 17 (19.3%) children, followed by nystagmus in 15 (17%) children, Only 7 of the 48 children (14.6%) with refractive error were using spectacles. Conclusion: The prevalence of ocular abnormalities is higher among the children with disabilities than in general population. Their flawed verbal, poor communication and cooperation add on to the burden of their disabilities as the ocular abnormalities go unnoticed. Therefore there is a need for strategies regarding increasing awareness, annual comprehensive ophthalmic assessments, early detection and treatment of the ocular disorders to assist these children in their learning process. Keywords: Children with learning disabilities, Refractive error, Strabismus, Special needs.
Another joint statement regarding learning disabilities, dyslexia, and visiond Ar ebuttal
2010
Several medical organizations have published yet another joint statement trivializing vision therapy and vision disorders in the learning-disabled population. A review of the references in the joint statement as well as other references find that the joint statement is misleading because of inappropri- ate citations and selected references, as was the case with previous joint statements. The most current joint statement ignores the results of evidence-based research and makes recommendations regarding the treatment of convergence insufficiency that have no scientific validity. Ophthalmology should not allow professional rivalry to cloud its judgment regarding optometry's involvement in the diagnosis and treatment of learning-related vision problems. Optometry 2010;-:1-11
Visual and binocular status in elementary school children with a reading problem
Journal of optometry, 2017
This descriptive study provides a summary of the binocular anomalies seen in elementary school children identified with reading problems. A retrospective chart review of all children identified with reading problems and seen by the University of Waterloo, Optometry Clinic, from September 2012 to June 2013. Files of 121 children (mean age 8.6 years, range 6-14 years) were reviewed. No significant refractive error was found in 81% of children. Five and 8 children were identified as strabismic at distance and near respectively. Phoria test revealed 90% and 65% of patients had normal distance and near phoria. Near point of convergencia (NPC) was <5cm in 68% of children, and 77% had stereoacuity of ≤40seconds of arc. More than 50% of the children had normal fusional vergence ranges except for near positive fusional vergencce (base out) break (46%). Tests for accommodation showed 91% of children were normal for binocular facility, and approximately 70% of children had an expected accur...