The vision is the main route of entry of information and as such has the potential to influence any activity that requires its use for good performance.
Reading and writing activities, as well as others associated with the school learning process suppose different levels of visual demand, being in most of these activities a high requirement.
The view plays, therefore, a primary role in the learning process, being its evaluation and care crucial in cases of problems school performance. However, we must not forget that vision is not everything and that there are school problems that do not have to be related to a visual problem.
Difference between school performance and specific learning problems
It is necessary to clearly differentiate between school performance problems and specific learning problems, which are neurodevelopmental disorders.
In fact, the use of the term should be restricted Learning problems to those conditions that occur with dyslexia, attention deficit, motor problems or behavioral disturbances of another nature, in which the visual factor is not the primary cause of the problem.
On the other hand, school performance problems are those in which there is a delay in the learning process, but with a normal level of capacity development, without behavioral disturbances and existing in a large proportion of cases with visual cause.
Relationship between visual problems and learning
In the event of school problems and visual problems, the resolution of these problems is crucial in order to prevent them from influencing the child’s development.
There are several visual difficulties that may appear in minors during their school years. Among them, uncorrected correction defects they are a very important cause of difficulties at the school level, including both myopia, hyperopia and astigmatism.
That is why the first step before any school problem is the prescription of the refractive correction adequate. In the specific case of farsightedness, this correction can go unnoticed, since in distant vision the level of visual acuity is good, but up close it can fluctuate especially after extended periods of read and write jobs.
In addition to refractive correction, problems binoculars, accommodative and oculomotors are another potential cause of school performance problems, a clear example being insufficient convergence, in which the optometric intervention is necessary through the development of specific programs vision training or therapy.
For this reason, a good visual examination should be done to any patient with school disorders in order to rule out this possible cause from problems.
We cannot forget the presence of the amblyopia or lazy eye and even the presence of strabismus that inhibit binocular vision. Finally, the presence of pathologies that limit visual abilities, such as retinal problems, media opacities or intraocular inflammatory processes, which require a ophthalmological approach.
The puzzle of learning problems is not easy, so make all the pieces fit together does not depend solely on a single professional. On the contrary, the truth is that multidisciplinary work becomes the most effective way to achieve the objectives set.
Only the multidisciplinary practice can provide the solution to problems as important as those of child development, since only in this way is global benefit sought, from all perspectives, and in this practice the psychologist, the optometrist, the neuro-pediatrician, the ophthalmologist, the physiotherapist or psychomotor, among others.
This approach is the one offered in the Child Development Unit of the Hospital Vithas Medimar, in which all the professional profiles involved in caring for the child’s development are harmoniously integrated with a common goal, the health and development of the child.
Vithas Medimar location
Av de Dénia, 78, Alicante
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