School
support:
 What
are visual processing difficulties?
Difficulties with visual processing may stem from visual discomfort
arising from oversensitivity to the patterns of print on the page
(Meares-Irlen Syndrome), or inefficient control, including eye tracking,
of the eye movements needed for effective visual processing.
Advice
for the classroom:
-
Easing Visual Difficulties:
It may be much easier for the pupil to read on photo-enlarged
and/or tinted paper – this may not be practicable in everyday
classwork, but is especially important for tests and assessments.
Encourage the use of a marker while reading, and a relatively
slow pace of reading.
Resources such as the ‘Visual Tracking Magnifier’
can be placed over text and can help those who suffer from pattern
glare and fixation problems. The magnifier is a high-powered
magnifying glass with a central viewing strip about 7 cm wide.
The ‘VTM Line Reader’ is also available and this
has shaded areas to mask pattern glare. Both are available from
Ian Jordan at Desktop Publications, 54 Railway Street, Barnetby-le-wold,
North Lincolnshire DN38 6DQ; tel: 01652 688781; fax: 01652 688850;
website: www.desktoppublications.co.uk
Irlen recommends the use of coloured perspex overlays or
tinted lens treatment to help overcome these difficulties. Intuitive
Overlays, available from IOO Marketing Ltd (tel: 020 7378 0330;
website: www.ioomarketing.co.uk)
can be used.
-
Motivation and Self-esteem:
Reassure the pupil that lots of famous and successful people
also find spelling and reading hard.
Let the pupil know you are aware of his/her difficulty, and
that you are sympathetic – but that you have high expectations.
Be specially generous with praise and cautious with criticism.
Praise can be a natural motivator as long as the child feels
the praise is genuine and deserved. It is important to let the
pupil know why he/she is being praised rather than just to provide
praise. In a behavioural reward system with extrinsic rewards
such as stickers or points, the child can easily see why he/she
is being praised. This can be an effective motivator, as long
as the rewards are meaningful and appropriate.
School
issues:
Ensure that all the pupil's teachers know about the difficulty
and understand its implications.
Consider requests to examination boards for enlarged-print exam
papers, and/or papers printed on tinted paper.
Books
& articles:
British Dyslexia Association, the Dyslexia Handbook, produced annually
by the BDA, contains many short articles on dyslexia and associated
difficulties, details of providers of resources and of British Dyslexia
Association branches throughout Britain and Europe.
Evans, B. (1998) ‘The underachieving child’, Ophthalmic
and Physiological Optics, 18, 2, 153–9.
Evans, B. (2001) Dyslexia and Vision (Whurr) – provides information
for parents and professionals in relation to visual factors and
dyslexia. It also offers an evidence-based review of the literature
for eyecare professionals.
Goodrich, Janet (1986) Natural Vision Improvement (Celestial Arts,
Berkeley Calif.)
Irlen, H. (1991) Reading by the Colours: Overcoming Dyslexia and
other Reading Disabilities through the Irlen Method (Avery).
Jordan, Ian ( 2002) Visual Dyslexia: Signs, Symptoms and Assessment
(Desktop Publications).
Lightstone, A. and Evans, B. (1995) ‘A new protocol for the
optometric management of patients with reading difficulties’,
Ophthalmic and Physiological Optics, 15, 5, 507–12.
Lightstone, A., Lightstone, T. and Wilkins, A. (1999) ‘Both
coloured overlays and coloured lenses can improve reading fluency,
but their optimal chromaticities differ’, Ophthalmic and Physiological
Optics, 19, 4, 279–85.
Sawyer, C, Taylor, S. and Willcocks, S. (1994) ‘Transparent
coloured overlays and specific learning difficulties’, AEP
(Association of Educational Psychologists) Journal, 9, 4, 217–20.
Wilkins, Arnold (2003) Reading Through Colour (Wiley) tells the development of the use of coloured overlays and tinted glasses to assist pupils with reading difficulty.
Programmes,
Games and Software:
Overlays and visual aids:
Irlen recommends the use of coloured perspex overlays or tinted
lens treatment to help overcome some visual reading difficulties.
Intuitive Overlays, available from IOO Marketing Ltd, 56–62
Newington Causeway, London SE1 6DS. can be used in both assessment
and learning situations.
Other materials to aid visual strategies include the Visual Tracking
Magnifier, which is placed over text and can help those who suffer
from pattern glare and fixation problems. The magnifier is a high-powered
magnifying glass with a central viewing strip about 7 cm wide. The
VTM Line Reader is also available and has shaded areas to mask pattern
glare. Both are available from Ian Jordan at Desktop Publications,
54 Railway Street, Barnetby-le-wold, North Lincolnshire DN38 6DQ;
website: www.desktoppublications.co.uk
Useful
addresses & websites:
BrightStar Advanced Learning Science (ALS) – visual training
based on flashing lights, claimed to lead to improvements in reading,
spelling, writing speed and short-term memory. This programme is
available from BrightStar Dyslexia Centre (Friars House, 157–68
Blackfriars Road, London SE1 8EZ; tel: 0870 3000 777; website: www.brightstarlearning.com).
British Dyslexia Association (BDA), 98 London Road, Reading, Berkshire,
RG1 5AU; tel: 0118 966 2677; email:
admin@bda-dyslexia.demon.co.uk; website: www.bda-dyslexia.org.uk
Cantor and Nissel Ltd (Market Place, Brackley, Northamptonshire
NN13 7DP; tel: 01280 702002; email: info@cantor-nissel.co.uk;
website: www. cantor-nissel.co.uk)
provide information about coloured lenses, and contact details about
local practitioners
Cerium Visual Technologies (Appledore Road, Tenterden, Kent TN30
7DE; tel: 01580 765211;
email: ceriumgrp@aol.com)
is a source of tinted acetates for reading.
Computer games can be useful, as some of these can help with processing
speed utilising both visual and auditory modalities – sources
include:
Becta (British Educational Communications and Technology Agency),
Milburn Hill Road, Science Park, Coventry CV4 7JJ; tel: 024 7641
6994; fax: 024 7641 1418; email:
becta@becta.org.uk;
website: www.becta.org.uk
KCS – Tools for the Computer Enabled, Freepost, Southampton
SO17 1YA; tel: 0123 80584314; fax: 0123 80584320; email: info@keytools.com
Becta (British Educational and Technology Agency), Milburn Hill
Road, Science Park, Coventry CV4 7JJ; tel: 024 7641 6994; fax: 024
7641 1418; email: becta@becta.org.uk
Xavier Educational Software Ltd, Psychology Department, University
College of Wales, Bangor, Gwynedd LL57 2DG; tel: 01248 382616; fax:
01248 382599; email: xavier@bangor.ac.uk);
website: www.xavier.bangor.ac.uk
Scottish Council for Educational Technology (SCET), 74 Victoria
Crescent Road, Glasgow G12 9JN; tel: 0141 337 5051.
Crick Software, website: www.cricksoft.com/uk
Crossbow Education, 41 Sawpit Lane, Brocton, Stafford ST17 0TE;
tel: 01785 660902; website: www.crossboweducation.com
– games for learning.
Design Concept, 30 South Oswald Road, Edinburgh EH9 2HG; tel: 0131
668 2000.
Desktop Publications, 54 Railway Street, Barnetby-le-wold, North
Lincolnshire DN38 6DQ; tel: 01652 688781; fax: 01652 688850, website:
www.desktoppublications.co.uk
Dyslexia in Scotland, Stirling Business Centre, Wellgreen, Stirling
FK8 2DZ; tel: 01786 446650; website: www.dyslexia-in-scotland.org
Dyslexia Institute, 133 Gresham Road, Staines, Middlesex, TW18
2AJ; tel: 01784 463851; website: www.dyslexia-inst.org.uk
Dyslexia Institute, Head Office and National Training and Resource
Centre, Park House, Wick Road, Egham, Surrey TW20 0HH; tel: 01784
222300; fax: 01784 222333; email:
info@dyslexia-inst.org.uk;
website: www.dyslexia-inst.org.uk
Dyslexia Research Trust, website: www.dyslexic.org.uk
– a detailed site giving current research, newsletter, conferences
and publications, upcoming talks and lectures.
Fledglings, 6 Southfield, Ickleton, Saffron Waldon, CB10 1BE; tel:
0845 458 1124;
e-mail: enquiries@fledglings.org.uk;
website: www.fledglings.org.uk
– a free product and service search for families of children
with special needs, for educational items and developmental toys.
Helen Arkell Dyslexia Centre, Frensham, Farnham, Surrey GU10 3BW;
tel: 01252 792400; website: www.arkellcentre.org.uk
Hornsby International Dyslexia Centre, Wye Street, London, SW11
2HB; tel: 020 7223 1144; website: www.hornsby.co.uk
iANSYST Ltd, Fen House, 72 Fen Road, Cambridge CB4 1UN; tel: 01223
420101; fax: 01223 426644; websites: www.dyslexic.com
Inclusive Technology, website: www.inclusive.co.uk
Institute of Optometry, website: www.ioo.org.uk
Multi-Sensory Learning, Highgate House, Grooms’ Lane, Creaton,
Northants NN6 8NN; tel: 01536 399002.
National Association of Special Educational Needs (NASEN), Nasen
House, 4-5 Amber Business Village, Amber Close, Amington, Tamworth
B77 4RP; tel: 01827 311500; fax: 01827 313005; email: welcome@nasen.org.uk
; website: www.nasen.org.uk
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201, website: www.oaasis.co.uk – an advice, training and
resource centre for parents and professionals.
Professional Association of Teachers of Students with Specific Learning Difficulties (Patoss), website: www.patoss-dyslexia.org
QuEST Therapies, PO Box 13281, Haddington, EH41 3YY; tel: 07793
919145;
email: admin@questtherapies.com;
website: www.questtherapies.com
– a diagnostic and referral service to identify the prominence
of auditory, visual, or movement/coordination/balance factors in
causing a child’s specific learning difficulty, as well as
the role of fatty acid deficiency.
REM, Great Western House, Langport, Somerset TA10 9YU; tel: 01458
254750; fax: 01458 254751; website: www.r-e-m.co.uk
SEMERC software publishers, website: www.blackcatsoftware.com
SEN Marketing, 618 Leeds Road, Outwood, Wakefield, West Yorkshire
WF1 2LT; website: www.sen.uk.com
www.dyslexics.org.uk
– highly recommended coverage of things that can be done at
home
www.dyslexiaa2z.com
www.equazen.com
- for information about fatty acids.
www.gavinreid.co.uk
– contains over 40 links and articles on dyslexia and details
of publications.
www.ldonline.org/ld_indepth
www.tintavision.com
www.children-special-needs.org
Xavier Educational Software, website: www.xavier.bangor.ac.uk
Home
support:
What
are Visual processing difficulties?
Difficulties with visual processing may stem from visual discomfort
arising from oversensitivity to the patterns of print on the page
(Meares-Irlen Syndrome), or inefficient control, including eye tracking,
of the eye movements needed for effective visual processing.
How
will this affect my child?
Your child will tire easily when reading. Small print will be
specially hard.
He/she will tend to lose the place, and miss lines or read them
twice unless keeping the place with his/her finger or a marker.
Reading will be physically uncomfortable – your child’s
eyes may water or hurt, and reading can lead to headaches.
How
can I help?
It will be much easier for your child to read on photo-enlarged
and/or tinted paper.
Encourage the use of a marker (a pointer, ruler or folded paper)
while reading, and a relatively slow pace of reading.
Be specially generous with praise and cautious with criticism.
Resources such as the ‘Visual Tracking Magnifier’
can be placed over text and can help those who suffer from pattern
glare and fixation problems. The magnifier is a high-powered magnifying
glass with a central viewing strip about 7 cm wide. The ‘VTM
Line Reader’ is also available, and this has shaded areas
to mask pattern glare. Both are available from Ian Jordan at Desktop
Publications (see below).
Any visually-based games are likely to help your child –
e.g. join the dots (see Crossbow Education, 41 Sawpit Lane, Brocton,
Stafford ST17 0TE; website: www.crossboweducation.com).
Some high street optometrists carry out colorimetry assessments,
and will prescribe tinted overlays or spectacles – consider
this if if there are problems with any of the following: excessive
blinking, eye rubbing, facial grimacing, watery eyes, or hot/dry
eyes, letters reported to move, jump or blur, or reports of ‘rivers/snakes
of white’ in text, or fatigue, headaches and migraines.
Consider orthoptic assessment for visual processing or for Meares-Irlen
Syndrome, with subsequent visuo-motor training exercises and/or
use of tinted overlays or spectacles (may be requested via GP
referral, or arranged privately with certain opticians –
it is unlikely to be available through the school or education
authority).
Where
can I find out more?
BrightStar Advanced Learning Science (ALS) – visual training
based on flashing lights, claimed to lead to improvements in reading,
spelling, writing speed and short-term memory. This programme is
available from BrightStar Dyslexia Centre (Friars House, 157–68
Blackfriars Road, London SE1 8EZ; tel: 0870 3000 777; website: www.brightstarlearning.com).
Cantor and Nissel Ltd (Market Place, Brackley, Northamptonshire
NN13 7DP; tel: 01280 702002;
email: info@cantor-nissel.co.uk;
website: www. cantor-nissel.co.uk)
provide information about coloured lenses, and contact details about
local practitioners
Cerium Visual Technologies (Appledore Road, Tenterden, Kent TN30
7DE; tel: 01580 765211;
email: ceriumgrp@aol.com)
is a source of tinted acetates for reading.
Fledglings, 6 Southfield, Ickleton, Saffron Waldon, CB10 1BE; tel:
0845 458 1124;
e-mail: enquiries@fledglings.org.uk;
website: www.fledglings.org.uk
– a free product and service search for families of children
with special needs, for educational items and developmental toys.
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201,
website: www.oaasis.co.uk – an advice, training and
resource centre for parents and professionals.
Ian Jordan’s book Visual Dyslexia and other materials available
from Desktop Publications, 54 Railway Street, Barnetby-le-wold,
North Lincolnshire DN38 6DQ; tel: 01652 688781; fax: 01652 688850;
website: www.desktoppublications.co.uk
See also the book by Bruce Evans (2002) Dyslexia and Vision (Whurr).
QuEST Therapies, PO Box 13281, Haddington, EH41 3YY; tel: 07793
919145;
email: admin@questtherapies.com;
website: www.questtherapies.com
– a diagnostic and referral service to identify the prominence
of auditory, visual, or movement/coordination/balance factors in
causing a child’s specific learning difficulty, as well as
the role of fatty acid deficiency.
Wilkins, Arnold (2003) Reading Through Colour (Wiley) tells the development of the use of coloured overlays and tinted glasses to assist pupils with reading difficulty.
Useful websites:
www.bda-dyslexia.org.uk
www.dyslexiaa2z.com
www.ldonline.org/ld_indepth
www.tintavision.com
www.children-special-needs.org
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