Our team of therapists work directly with patients following the programme prescribed by the optometrists. Parents will accompany child patients so that they can learn how to promote vision development with the daily home programme. The therapists will advise on all aspects of the therapy including routines for practice, reward schemes and how best to develop and keep motivation.
Our team of therapists work directly with patients following the programme prescribed by our optometrists. Parents will learn to assist child patients so that they can learn how to promote vision development with the daily home programme. The therapists will advise on all aspects of the therapy including routines for practice, reward schemes and how best to develop and keep motivation.
Sally Lucas and Helen Harris are our clinic vision therapists and they are amongst the most experienced therapists throughout Europe. They continue to develop new techniques and approaches to help all our patients. Each of our therapists share their great enthusiasm and exceptional care and work with our optometrists to provide the very highest quality of support.
Why do we use Vision Therapy?
We use Vision Therapy to help the student learn to focus visual attention. Visual attention must be flexible, its character should change for each task we are doing. This needs learning through positive (successful) experience.
We emphasise movement activities to provide feedback on each student's attention skills. Some of these movement activities can also enhance the combining of language and vision, which is crucial in taming dyslexia.
Once students have learnt to focus their visual attention, we help them develop their skills in sharing attention, which is crucial for learning. E.g. with writing skills, working memory is used to hold the sentence while monitoring sequence, spelling, neatness and layout. They then begin to remember more of what they have written and learning becomes easier.
Vision Therapy is a progressive learning process, appropriate to students of all ages. Our emphasis is not to train deficient skills but to develop the processes that underlie those abilities.
We start by reinforcing visual awareness and movement awareness, add in spatial and timing before gradually increasing complexity to encourage changes in 'Executive Functioning'.
Students may choose to take breaks through our therapy curriculum (e.g. often after eight months of therapy) or to extend their commitment to meet new objectives. It is preferable for young students to return for high level skills at age 11-14 years.