Teachers experience vision Problems
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Watch this video by a couple of Canadian optometrists who duplicated vision problems in four teachers. The teachers then experienced how difficult it is for kids with visually related learning problems to perform classroom activities. The optometrists were actually able to allow the teachers to, as the Indian saying says, "walk in their brother's moccasins".
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Mom and daughter discus life with a visually related learning problem and the dramatic change after treatment with vision therapy. Yes, the video starter to the right shows a mom and son, but Gloria and Leslie Martes start the actual video.
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Developmental Optometrist Vicky Vandervort from Nebraska discusses treatment of learning related vision problems.
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AN INFORMATIVE VIDEO BY AN EDUCATOR, NOT AN OPTOMETRIST
Tesia Marshik has shaken the world of special education and learning styles. This was music to my ears! Learning styles do they exit? In other words, can learners be divided between visual, auditory, and tactual? This long assumed concept in education just got laid to rest along with the flat earth theory, and other ideas in education like look say, modern math, no child left behind, and recently common core. As we look closer all, these laid to rest ideas originally were based on some merit and scientific evidence at the time. |
The three learning styles have been a part of education and scientific thought since the 3 R's have existed (Reading, Righting, and Rithmatic)! I have long been concerned that we were looking in the wrong direction and teaching by disability rather than looking for enhancement. Tesia nails that on the head.
To add to Tesia's explanation, let's look at the scientific facts we know. Doing that makes it is almost fool hardy to think you should emphasize hearing or touch over vision. Light travels at 186 thousand miles/second. Sound travels at 700 feet/ second. Touch is available only by the width of your arms. Why would you then emphasize hearing or touch almost immeasurably inferior in efficiency to vision? I have noted those who were educated through auditory or tactual means developed vision conditions like nearsightedness, eye turn, or suppression of an eye. The other methods slow vision down and stress it. As an example, if you emphasize auditory, you can only read 250 words/minute, which is as fast as you can speak. Visual methods put you over 1,000.
Further give thought to the idea that if you test high in hearing or touch that maybe there is a vision condition that needs treatment. More than often there is. Yet, even with the vision condition still existing and not treated, it is still more efficient to emphasize vision as it is so far superior to the other two senses.
Hopefully as more in education realize Tesia's studies our kids and adults will learn better without interference to the vision system.
To add to Tesia's explanation, let's look at the scientific facts we know. Doing that makes it is almost fool hardy to think you should emphasize hearing or touch over vision. Light travels at 186 thousand miles/second. Sound travels at 700 feet/ second. Touch is available only by the width of your arms. Why would you then emphasize hearing or touch almost immeasurably inferior in efficiency to vision? I have noted those who were educated through auditory or tactual means developed vision conditions like nearsightedness, eye turn, or suppression of an eye. The other methods slow vision down and stress it. As an example, if you emphasize auditory, you can only read 250 words/minute, which is as fast as you can speak. Visual methods put you over 1,000.
Further give thought to the idea that if you test high in hearing or touch that maybe there is a vision condition that needs treatment. More than often there is. Yet, even with the vision condition still existing and not treated, it is still more efficient to emphasize vision as it is so far superior to the other two senses.
Hopefully as more in education realize Tesia's studies our kids and adults will learn better without interference to the vision system.