This week has been vision week, for some reason. Yes, all kids should have regular, thorough eye exams. But by whom? Some optometrists ("developmental optometrists" claim that untreated vision problems are the cause of ADHD behavior, and "vision therapy" is the answer.
Good point, Liz. I don't agree with the "vision therapy" proponents. We just go to a regular optometrist here with a great reputation.
However, it's worth noting that if a parent has a referral from a teacher for a child who doesn't show signs of ADHD at home, they might want to consider the possibility that the problem is one of vision and not attention.
liz
· 3 years ago
I forgot to mention two things. Oliver Sacks has a fascinating article in this week's New Yorker on a woman who recovered stereoscopic vision as an adult (with the help of vision therapy--a legitimate use). The article isn't available online, but there's more about Stereo Sue at the Mt. Holyoke site.
And if I were starting on my journey of learning about attentional difficulties and learning disabilities, I would start with Dr. Mel Levine's Educational Care 2nd edition (ISBN 083881987)--with a couple of caveats or Readers Beware.
1. Levine's approach does not readily map onto IDEA formulations and school preconceptions. He says,
"This book continutes to advocate for the informed observation and discription of students without subjecting children to eligibility formulas and labels."
So the reader has to be able to hold two "mental maps" in mind -- (a) the concepts and labels presupposed by IDEA, special education, and the school; and (b) Levine's eight neurodevelopmental constructs.
2. Levine's language is formal and academic.
"This book presents what is called a phenomenological model. It is a model based on clinical, educational, and research experience, a model that favors informed observation and description over labeling and that takes into account the great heterogeneity of children with disappointing school perfomance. As its basis it takes makes use of analyses of phenomena that are known to hinder academic performance in children at different ages. This model places a strong emphasis on identifying and using the innate strength of these children. This approach is also developmental in that it recognizes that both that children's brains change over time and that school continously changes in terms of the leven and complexity of demands placed on children. Therefore, the phenomena that cause difficulty differ in their manifestations as children age."
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There's scant evidence that "vision therapy" is beneficial (see Vision and Learning Disabilities for a complete response.
However, it's worth noting that if a parent has a referral from a teacher for a child who doesn't show signs of ADHD at home, they might want to consider the possibility that the problem is one of vision and not attention.
And if I were starting on my journey of learning about attentional difficulties and learning disabilities, I would start with Dr. Mel Levine's Educational Care 2nd edition (ISBN 083881987)--with a couple of caveats or Readers Beware.
1. Levine's approach does not readily map onto IDEA formulations and school preconceptions. He says,
"This book continutes to advocate for the informed observation and discription of students without subjecting children to eligibility formulas and labels."
So the reader has to be able to hold two "mental maps" in mind -- (a) the concepts and labels presupposed by IDEA, special education, and the school; and (b) Levine's eight neurodevelopmental constructs.
2. Levine's language is formal and academic.
"This book presents what is called a phenomenological model. It is a model based on clinical, educational, and research experience, a model that favors informed observation and description over labeling and that takes into account the great heterogeneity of children with disappointing school perfomance. As its basis it takes makes use of analyses of phenomena that are known to hinder academic performance in children at different ages. This model places a strong emphasis on identifying and using the innate strength of these children. This approach is also developmental in that it recognizes that both that children's brains change over time and that school continously changes in terms of the leven and complexity of demands placed on children. Therefore, the phenomena that cause difficulty differ in their manifestations as children age."
If you are comfortable with that level of discourse, then the book will be really valuable to you. If you aren't, you might want to get Developing Minds Video Library or read the Learning Base articles at All Kinds of Minds.
http://www.opednews.com/articles/life_a_jasonma...