Basis of Vision Intervention Program (V. I. P.)
SuccessLink, a not for profit educational agency in Missouri, USA recognizes programs across the state that have proven to help students with a Proven Practice Award each year. In 2004, the school in Blue Eye, Missouri received the award for their vision development program. They screen their students for vision problems with the understanding that vision is MUCH more than 20/20 acuity.
Backgroud of the program:
In the fall of 2000 teachers K-4, Title and Special Education teachers at the Blue Eye School District, received training in screening for vision disorders and assisting with vision exercises and activities. Following are the steps taken to identify students at Blue Eye Elementary K-4 for visual disorders that interfere with their reading and learning. Students are screened for visual disorders by the Title I Reading Specialist. The screening consists of five tests:
Visual Sequential Memory – the ability to remember forms or characters in order. This skill is particularly important in spelling, letter omissions, additions, or transpositions within words, remembering patterns or chunks in reading.
Visual Closure – the ability to visualize a complete whole given incomplete information. This skill helps children read and comprehend quickly.
Visual Span – the amount of information that can be absorbed in one visual fixation in a given amount of time. The ability to interpret, understands, and retains varying amounts of information. Reading comprehension and speed require well-developed visual span skills.
Tracking – children with tracking problems lose their place when reading, skip or transpose word and have difficulty comprehending.
Copy Forms – If a child can’t copy these simple geometric forms, it is unreasonable to assume the he will be able to perceive wiggly lines which make up letter, which make up words, which make up sentences. This test also shows visional organizational skills.
After an initial diagnosis by the reading specialist, students are referred to a Developmental Optometrist for an official diagnosis. Parents give permission for a copy of that diagnosis to be sent to the school to show what assistance is needed to correct the disorders. In addition to vision therapy from the optometrist, the parents, Title I teachers, Special Education teachers, classroom teachers, and volunteers also provide support with activities and exercises with the student. These activities are done individually when needed but most of the time it is done in small groups and whole class situations. They occur at least four times a week for thirty minutes per session. The activities includeprocedures designed to enhance the brain’s ability in the above mentioned areas.
THE RESULTS AFTER APPROXIMATELY 7 MONTHS OF EFFORT
The STAR Reading Assessment test is used to measure reading levels every quarter. Such examples are:
Students not having vision problems:
Gain in reading Number of students
0 .7 Grade levels 28
Students with vision disorders symptoms not receiving therapy:
Gain in reading Number of students
0.6 Grade levels 2
All students with vision disorders symptoms receiving vision therapy:
Gain in reading Number of students
1.7 Grade levels 14
Backgroud of the program:
In the fall of 2000 teachers K-4, Title and Special Education teachers at the Blue Eye School District, received training in screening for vision disorders and assisting with vision exercises and activities. Following are the steps taken to identify students at Blue Eye Elementary K-4 for visual disorders that interfere with their reading and learning. Students are screened for visual disorders by the Title I Reading Specialist. The screening consists of five tests:
Visual Sequential Memory – the ability to remember forms or characters in order. This skill is particularly important in spelling, letter omissions, additions, or transpositions within words, remembering patterns or chunks in reading.
Visual Closure – the ability to visualize a complete whole given incomplete information. This skill helps children read and comprehend quickly.
Visual Span – the amount of information that can be absorbed in one visual fixation in a given amount of time. The ability to interpret, understands, and retains varying amounts of information. Reading comprehension and speed require well-developed visual span skills.
Tracking – children with tracking problems lose their place when reading, skip or transpose word and have difficulty comprehending.
Copy Forms – If a child can’t copy these simple geometric forms, it is unreasonable to assume the he will be able to perceive wiggly lines which make up letter, which make up words, which make up sentences. This test also shows visional organizational skills.
After an initial diagnosis by the reading specialist, students are referred to a Developmental Optometrist for an official diagnosis. Parents give permission for a copy of that diagnosis to be sent to the school to show what assistance is needed to correct the disorders. In addition to vision therapy from the optometrist, the parents, Title I teachers, Special Education teachers, classroom teachers, and volunteers also provide support with activities and exercises with the student. These activities are done individually when needed but most of the time it is done in small groups and whole class situations. They occur at least four times a week for thirty minutes per session. The activities includeprocedures designed to enhance the brain’s ability in the above mentioned areas.
THE RESULTS AFTER APPROXIMATELY 7 MONTHS OF EFFORT
The STAR Reading Assessment test is used to measure reading levels every quarter. Such examples are:
Students not having vision problems:
Gain in reading Number of students
0 .7 Grade levels 28
Students with vision disorders symptoms not receiving therapy:
Gain in reading Number of students
0.6 Grade levels 2
All students with vision disorders symptoms receiving vision therapy:
Gain in reading Number of students
1.7 Grade levels 14
posted by Michael Flynn | 12:01 PM
0 Comments:
Post a Comment
<< Home