Thinking & Finding an ‘Outside of the Box’ Solution
Please allow me to clarify that I am not an educator or evaluator. I’m not an expert in those fields. I’m just a Deaf parent who happens to have learning disabilities in visual processing disorder and slow processing speed. My Deaf daughter, DJK has the same diagnosis. Through the years, I have navigated through this journey like a puzzle trying to improve coping-strategies, compensating for my academic challenges, and finding a reading solution for DJK. As an ADA Accessibility Advisor employed at the Disability Services office in a postsecondary institution for nearly 20 years, I also have been providing accommodations for students with disabilities. As a “multiple” role, I have access to resources that might be helpful for deaf and hard of hearing individuals with learning disabilities.
DJK is not thrilled with the prospect of this website and my Facebook Group "Deaf, Learning Disabilities, & Irlen Syndrome Network." However, I believe the Deaf community needs raised awareness of learning disabilities, especially in the field of Deaf Education. My daughter was diagnosed with learning disabilities as a freshman in high school. Shortly after her diagnosis, she met a junior who also has learning disabilities. The classmate showed DJK a writing assignment discussing her learning disabilities and how her parents did not know what to do or how to help her. I was disheartened by her experience and wish to share the resources I have with those families, whose child has a learning disability.
Growing up with learning disabilities, I met a lot of people who did not believe that learning disabilities exist in the Deaf population. As an adult, I was often told, “You look so smart,” “You don’t look like you have a learning disability.” In fact, people diagnosed with learning disabilities are found to be in the average or above average range of intelligence. They, conversely process information differently, and they have a different way of learning. Learning disabilities should not be confused with autism or intellectual disability.
As a parent of two Deaf children dealing with the education matters, Deaf Education teachers are not familiar with learning disability issues. According to Busch (2012), ‘a child who is deaf or hard of hearing is more likely to have a learning disability than a child with typical hearing’ (p.1). This is something you will want to keep in mind when you observe student’s struggling in school. The study shows that 50% of Deaf Education teachers did not feel adequately prepared to teach deaf and hard of hearing students with learning disabilities. They need more training in identification, assessment, and intervention (Soukup & Feinstein, 2007). Another study reveals that it is expected ‘deaf children may be at greater risk for learning disabilities than hearing children.’ Their hearing loss is often associated with other neurological deficiencies (Calderon, 1998). This is a concern, as a parent of a child with learning disabilities who is attending a deaf school where they have no training in the field of learning disabilities.
DJK is not thrilled with the prospect of this website and my Facebook Group "Deaf, Learning Disabilities, & Irlen Syndrome Network." However, I believe the Deaf community needs raised awareness of learning disabilities, especially in the field of Deaf Education. My daughter was diagnosed with learning disabilities as a freshman in high school. Shortly after her diagnosis, she met a junior who also has learning disabilities. The classmate showed DJK a writing assignment discussing her learning disabilities and how her parents did not know what to do or how to help her. I was disheartened by her experience and wish to share the resources I have with those families, whose child has a learning disability.
Growing up with learning disabilities, I met a lot of people who did not believe that learning disabilities exist in the Deaf population. As an adult, I was often told, “You look so smart,” “You don’t look like you have a learning disability.” In fact, people diagnosed with learning disabilities are found to be in the average or above average range of intelligence. They, conversely process information differently, and they have a different way of learning. Learning disabilities should not be confused with autism or intellectual disability.
As a parent of two Deaf children dealing with the education matters, Deaf Education teachers are not familiar with learning disability issues. According to Busch (2012), ‘a child who is deaf or hard of hearing is more likely to have a learning disability than a child with typical hearing’ (p.1). This is something you will want to keep in mind when you observe student’s struggling in school. The study shows that 50% of Deaf Education teachers did not feel adequately prepared to teach deaf and hard of hearing students with learning disabilities. They need more training in identification, assessment, and intervention (Soukup & Feinstein, 2007). Another study reveals that it is expected ‘deaf children may be at greater risk for learning disabilities than hearing children.’ Their hearing loss is often associated with other neurological deficiencies (Calderon, 1998). This is a concern, as a parent of a child with learning disabilities who is attending a deaf school where they have no training in the field of learning disabilities.
Out of respect, privacy, and protection, I will briefly comment about DJK’s journey. I have included her because I wanted to verify that we have the same diagnosis and that learning disabilities do exist in the Deaf population. Learning disabilities run in families; however, our experience/journey are and will be different. For years, she has been frustrated dealing with teachers looking down on her countless times. She is tired of guarding herself and covering up her academic difficulties. Typically, a Deaf child of Deaf parents excels academically. She compares her academic progress to those also born to Deaf parents and is disheartened that she does not progress as quickly. After you read this article, I ask that she will be respected and not be treated differently.
For years, I suspected DJK had visual processing disorder, but I was a little in denial until we received her official diagnoses from the high school psychologist. I was hoping she would overcome her reading challenges with extensive tutoring during middle school. However, her struggle persisted through the first year of high school; I referred her to a school psychologist for an assessment to find out whether or not she had learning disabilities. During the evaluation, her psychologist immediately discovered her visual perception difficulties and did not think DJK had an attitude or behavior problem, as several of her teachers claimed. Teachers assumed she was lazy or didn’t try hard enough. The psychologist observed that she used her attitude to guard herself and she was trying to cover up her difficulties in learning. What a valid observation! I should have known. I’m so grateful for the psychologist’s valid observation because we did not have a problem with her behavior at home. She is a sweet girl and is so helpful around, doing the house chores without me asking. DJK was fortunate to have him as an evaluator who was able to understand her situation.
When I received the final report of her diagnosis, I was heartbroken and realized that I didn’t want her to go down the same road as me. I became desperate trying to find an ‘out of the box’ way to help her with reading (i.e., Irlen Method, magnifying bar, enlarged font for reading). She said, “Mom, stop being obsessed with learning disabilities. I am fine. Learning disability is what I have, not who I am.” Point taken. I happened to find a similar quote from the Internet. See the picture above. Isn’t she smart?!
For years, I suspected DJK had visual processing disorder, but I was a little in denial until we received her official diagnoses from the high school psychologist. I was hoping she would overcome her reading challenges with extensive tutoring during middle school. However, her struggle persisted through the first year of high school; I referred her to a school psychologist for an assessment to find out whether or not she had learning disabilities. During the evaluation, her psychologist immediately discovered her visual perception difficulties and did not think DJK had an attitude or behavior problem, as several of her teachers claimed. Teachers assumed she was lazy or didn’t try hard enough. The psychologist observed that she used her attitude to guard herself and she was trying to cover up her difficulties in learning. What a valid observation! I should have known. I’m so grateful for the psychologist’s valid observation because we did not have a problem with her behavior at home. She is a sweet girl and is so helpful around, doing the house chores without me asking. DJK was fortunate to have him as an evaluator who was able to understand her situation.
When I received the final report of her diagnosis, I was heartbroken and realized that I didn’t want her to go down the same road as me. I became desperate trying to find an ‘out of the box’ way to help her with reading (i.e., Irlen Method, magnifying bar, enlarged font for reading). She said, “Mom, stop being obsessed with learning disabilities. I am fine. Learning disability is what I have, not who I am.” Point taken. I happened to find a similar quote from the Internet. See the picture above. Isn’t she smart?!
What is Visual Processing Disorder and How Does It Affect Learning?
Visual processing, or perceptual disorder refers to how visual information is being interpreted, or processed by the brain. It is not an optical (vision) problem; they may have 20/20 vision. It is a problem with the brain's ability to interpret and process the visual information through the eyes. It is the ability to recognize, track, remember, and interpret visual information.
The common symptoms of visual processing issues are:
More symptoms can be found in the eight different types of visual processing disorder. Visual processing disorder causes difficulty with reading, writing, spelling, and math. It is not associated with dyslexia (reading disability).
There are eight types of visual processing issues, as quoted from the "Understood for Learning & Attention Issues' link, and they are:
People can have more than one type of visual processing difficulty. Please visit the link for more information about each type of visual processing disorder and how it affects learning. It is quite common for visual processing disorder to go undiagnosed or untreated because it is difficult to detect the perception issues and it does not show up on vision tests.
Parents
Parents may want to take note of the child’s visual processing difficulties/symptoms and how they affect reading comprehension, math achievement, or social development. They can talk to the child’s teacher about the possibility of any processing difficulties he/she has noticed in the classroom and check if these issues get in the way of the child’s academic progress. The same goes for the teachers.
Parents are the child’s best advocate. If the school assures that there is nothing wrong with a child, but you sense things differently. You can request an evaluation for visual processing concerns. Keep in mind that poor vision and visual processing disorder are different issues and will need different interventions. It’s important to get your child’s sight checked to rule out any vision or eye problems. If the child’s vision proves not to be an issue, you can talk to the school about getting his/her tested for possible processing issues. Be proactive and trust your gut. You will want to make sure that the child’s diagnosis is included in the evaluation report, as clarified in the “About Deaf/LD “ section.
Teachers
Teachers may want to keep the eight types of visual processing issues in mind when working with students and ask them (and parents too) for a description when they read a book – skipping lines/words, distracted with visual stimuli, and etc. Teachers (and parents too) can list concerns of the student’s processing issues he/she has observed in the classroom and have a conversation with a parent for intervention. Enclosed is a link of guides to highlight common warning signs of visual processing issues at different ages.
Tools/Accommodations
The lists of tools/accommodations the child can use are:
More lists of accommodations and tools can be found in the “Resources/Services” section. Intervention and finding a solution will help make a huge difference in the lives of deaf and hard of hearing students who struggle with visual processing issues or other types of learning disabilities.
The common symptoms of visual processing issues are:
- Difficulty paying attention to visual tasks
- Easily distracted/overwhelmed by too much visual stimuli
- Inability to discriminate differences in letters, shapes, or objects
- Reversing/misreading letters, numbers, and words
- Omitting words or letters
- Skipping lines and words
- Poor spatial awareness
- Poor handwriting
- Inaccurate placement on lines
- Straining/rubbing eyes and mental fatigue
More symptoms can be found in the eight different types of visual processing disorder. Visual processing disorder causes difficulty with reading, writing, spelling, and math. It is not associated with dyslexia (reading disability).
There are eight types of visual processing issues, as quoted from the "Understood for Learning & Attention Issues' link, and they are:
- Visual discrimination issues - Difficulty seeing the difference between similar letters, shapes or objects; may mix up letters, confusing d and b, or p and q
- Visual figure-ground discrimination issues - Difficulty distinguishing a shape or letter from its background; may have trouble finding a specific piece of information on a page
- Visual sequencing issues - Difficulty seeing shapes, letters, or words in the correct order; may skip lines or read the same line over and over and reverse or misread letters, numbers and words
- Visual-motor processing issues - Difficulty using what they see to coordinate with the way they move; may struggle to write within lines or bump into objects while walking and have trouble coping from a book
- Long-or-short-term visual memory issues - Difficulty recalling shapes, symbols, or objects they have seen; may struggle with reading and spelling
- Visual-spatial issues - Trouble understanding where objects are in space, unsure how close objects are to one another. That includes how far things are from them and from each other. It also includes objects and characters described on paper or in a spoken narrative. Difficulty reading maps and judging time
- Visual closure issues - Difficulty identifying an object when only parts of it are showing; may not recognize a truck if it’s missing wheels. Or a person in a drawing that is missing a facial feature. They may also have great difficulty with spelling because they can’t recognize a word if a letter is missing
- Letter and symbol reversal issues - Switch numbers or letters when writing, or may mistake “b” for “d” or “w” for “m” to switch letters or numbers when writing. They also have trouble with letter formation that affects reading, writing and math skills
People can have more than one type of visual processing difficulty. Please visit the link for more information about each type of visual processing disorder and how it affects learning. It is quite common for visual processing disorder to go undiagnosed or untreated because it is difficult to detect the perception issues and it does not show up on vision tests.
Parents
Parents may want to take note of the child’s visual processing difficulties/symptoms and how they affect reading comprehension, math achievement, or social development. They can talk to the child’s teacher about the possibility of any processing difficulties he/she has noticed in the classroom and check if these issues get in the way of the child’s academic progress. The same goes for the teachers.
Parents are the child’s best advocate. If the school assures that there is nothing wrong with a child, but you sense things differently. You can request an evaluation for visual processing concerns. Keep in mind that poor vision and visual processing disorder are different issues and will need different interventions. It’s important to get your child’s sight checked to rule out any vision or eye problems. If the child’s vision proves not to be an issue, you can talk to the school about getting his/her tested for possible processing issues. Be proactive and trust your gut. You will want to make sure that the child’s diagnosis is included in the evaluation report, as clarified in the “About Deaf/LD “ section.
Teachers
Teachers may want to keep the eight types of visual processing issues in mind when working with students and ask them (and parents too) for a description when they read a book – skipping lines/words, distracted with visual stimuli, and etc. Teachers (and parents too) can list concerns of the student’s processing issues he/she has observed in the classroom and have a conversation with a parent for intervention. Enclosed is a link of guides to highlight common warning signs of visual processing issues at different ages.
Tools/Accommodations
The lists of tools/accommodations the child can use are:
- Use large-print books (Kurweil 3000 software is a good option)
- Use a line tracker to keep track of reading
- Try different type of papers, such as graph paper or colored paper
- Provide an alternative option to written assignments (word processor, Grammarly software)
More lists of accommodations and tools can be found in the “Resources/Services” section. Intervention and finding a solution will help make a huge difference in the lives of deaf and hard of hearing students who struggle with visual processing issues or other types of learning disabilities.
@https://www.slideshare.net/NPandya2/famous-disabled-persons-who-became-world-famous
Deaf Education: A New Philosophy
The Endeavor, Winter 2011
I’m glad that the author, Greg Livadas, of the “Deaf Education: A New Philosophy,” article mentioned two of types of visual processing issues:
1. Visual-Spatial
2. Visual Sequence
Why? If you think about it -- Deaf students naturally have strong spatial skills and tend to excel in math, sports and directions. Clearly, with our visual-spatial disorder, we do not belong in that category!
The research basically addressed the fact that 'deaf people have better visual-spatial memories as compared to hearing people, but their sequential memory isn’t as good’ (Livadas, The Endeavor, Winter 2011, p. 52). The author stressed that deaf students have difficulty retaining sequences and they are encouraged to use ‘material visually and spatially' in the classroom (Livadas, The Endeavor, Winter 2011, p. 53).
This article basically states that deaf people have better visual spatial skills compared to hearing people. Hearing people have better visual sequential memory, which includes reading, writing and spelling.
I’m happy to note that the author recognized those two important types of learning and how they help with their academic progress.
That being said, while working with a student, you will want to keep those eight types of visual processing issues in mind and provide necessary interventions for him/her. These are the most overlooked issues.
Enclosed is a copy of the article. It is a good article and I encourage you to read it.
1. Visual-Spatial
2. Visual Sequence
Why? If you think about it -- Deaf students naturally have strong spatial skills and tend to excel in math, sports and directions. Clearly, with our visual-spatial disorder, we do not belong in that category!
The research basically addressed the fact that 'deaf people have better visual-spatial memories as compared to hearing people, but their sequential memory isn’t as good’ (Livadas, The Endeavor, Winter 2011, p. 52). The author stressed that deaf students have difficulty retaining sequences and they are encouraged to use ‘material visually and spatially' in the classroom (Livadas, The Endeavor, Winter 2011, p. 53).
This article basically states that deaf people have better visual spatial skills compared to hearing people. Hearing people have better visual sequential memory, which includes reading, writing and spelling.
I’m happy to note that the author recognized those two important types of learning and how they help with their academic progress.
That being said, while working with a student, you will want to keep those eight types of visual processing issues in mind and provide necessary interventions for him/her. These are the most overlooked issues.
Enclosed is a copy of the article. It is a good article and I encourage you to read it.
@http://www.mandatory.com/culture/1065644-famous-people-who-overcame-learning-disorders-and-became-success
Irlen Method I: An Interesting Evaluation Process
Irlen Poster
Irlen Syndrome is a perceptual processing problem and it affects academic performance. Irlen Syndrome is not a learning disability. However it is often found to co-exist with learning difficulties. The Irlen Institute provides colored technology (i.e. colored overlays and filters) to improve the brain’s ability to process visual information.
As I mentioned earlier, I was trying to think ‘outside of the box’ such as special education resource program, tutoring, accommodations, etc. While thinking beyond the box, I decided to try the Irlen method to see if it would help with DJK’s reading. I was curious about it for myself too.
During DJK’s spring break in March 2018, we met with Karla Jay, an Irlen Screener (An ASL interpreter was there. I paid for her work because I didn’t want to delay fighting over the interpreting request when DJK needed the help. I’ll have to thank the interpreter for her willingness to come on such notice) to see if we were candidate for Irlen Syndrome. It turned out that we were diagnosed with Irlen Syndrome and we were Karla’s first Deaf consumers. She was easy to work with. I was so grateful for her offering to squeeze us into her overloaded schedule on short notice.
Our evaluation was an interesting process. During the assessment, several visual tasks were performed using black and white patterns or forms on a glossy page. I outlined the parts of the designs were very hard to look at and commented, “It hurts and is a mess.” We were asked not to use our hands to count. We had to use our head to count parts of the designs. While counting, I noticed the parts of the lines were smashing together. Despite my effort, I was unable to fully count the parts of the lines. DJK reported that parts of the designs were hard to look at and they “changed sizes, pulsed, shrunk and grew.”
When we were asked to count “XXXXXX” on a visual-stimulus background, I can only count the first two X’s and the rest of X's turned into white circles, which was the background information in between the X's. I attempted to count the X’s twice and kept seeing the white circles that looked like “XX0000.” DJK experienced the same even though she was a little ahead of me in counting. We were unable to count the full X’s.
As I mentioned earlier, I was trying to think ‘outside of the box’ such as special education resource program, tutoring, accommodations, etc. While thinking beyond the box, I decided to try the Irlen method to see if it would help with DJK’s reading. I was curious about it for myself too.
During DJK’s spring break in March 2018, we met with Karla Jay, an Irlen Screener (An ASL interpreter was there. I paid for her work because I didn’t want to delay fighting over the interpreting request when DJK needed the help. I’ll have to thank the interpreter for her willingness to come on such notice) to see if we were candidate for Irlen Syndrome. It turned out that we were diagnosed with Irlen Syndrome and we were Karla’s first Deaf consumers. She was easy to work with. I was so grateful for her offering to squeeze us into her overloaded schedule on short notice.
Our evaluation was an interesting process. During the assessment, several visual tasks were performed using black and white patterns or forms on a glossy page. I outlined the parts of the designs were very hard to look at and commented, “It hurts and is a mess.” We were asked not to use our hands to count. We had to use our head to count parts of the designs. While counting, I noticed the parts of the lines were smashing together. Despite my effort, I was unable to fully count the parts of the lines. DJK reported that parts of the designs were hard to look at and they “changed sizes, pulsed, shrunk and grew.”
When we were asked to count “XXXXXX” on a visual-stimulus background, I can only count the first two X’s and the rest of X's turned into white circles, which was the background information in between the X's. I attempted to count the X’s twice and kept seeing the white circles that looked like “XX0000.” DJK experienced the same even though she was a little ahead of me in counting. We were unable to count the full X’s.
Irlen Rivers
On the Dutch and symptoms pages, we saw rivers that ran down the page. I stated, "The page was blurry, and the small font was visually overwhelming.” I recall seeing like this as a young girl and it was annoying. Karla said those people, who are a proficient reader, never saw rivers. Unlike the font in the picture as indicated, but you can see what the rivers look like.
As a result, I demonstrated a severe amount of the Irlen Syndrome, a visual perceptual disorder that causes strain and fatigue while reading. DJK also exhibited a severe amount of Irlen Syndrome that causes poor attention to written words, visual-spatial delays and visual tracking problems. It is no wonder why our math and reading were affected by visual processing disorder. I’m beginning to comprehend how it affected my ability to read recipes, menus, maps and crowded prints when growing up, as explained in my “Tearing Down the Wall” story.
We were both encouraged to use colored overlays for reading or taking a test. We were also suggested to change the background color on our computer screen and get the Irlen colored glasses as well.
As a result, I demonstrated a severe amount of the Irlen Syndrome, a visual perceptual disorder that causes strain and fatigue while reading. DJK also exhibited a severe amount of Irlen Syndrome that causes poor attention to written words, visual-spatial delays and visual tracking problems. It is no wonder why our math and reading were affected by visual processing disorder. I’m beginning to comprehend how it affected my ability to read recipes, menus, maps and crowded prints when growing up, as explained in my “Tearing Down the Wall” story.
We were both encouraged to use colored overlays for reading or taking a test. We were also suggested to change the background color on our computer screen and get the Irlen colored glasses as well.
Irlen Colored Overlays & Filters
To parent, teacher/psychologist -- if you happen to notice any deaf students with reading difficulties, you may want to ask why they are having trouble with reading and ask for a description of what they see while reading. For years, DJK couldn’t read books independently. As a self-taught reader, I encouraged her to read books. She, however, couldn’t read them alone and she easily got distracted when reading. Finally, I asked her to describe what she sees while reading. She explained that while reading, she often found that she lost her place, misread words, skipped words, missed punctuation marks and re-read the same sentence over again. Like mother, like daughter. I had a similar problem when I was young. Over the years, I learned to compensate for my reading difficulties and eventually improved. Thanks to my love of learning! I did not realize she experienced the same until I asked. Why didn’t I think of that before?! DJK’s learning symptoms fit the description of visual processing disorder, as indicated under the definition of visual processing disorder as listed above.
That said, we should not assume that deaf students have reading problems primarily due to effects of early language deprivation or limited exposure to early language acquisition. It could be more than just language delay. DJK was raised in a Deaf family who utilized American Sign Language to communicate at home. Yet, she had visual processing issues which adversely affected her reading. Like her, some deaf students may experience visual processing problems too. As mentioned earlier, the majority of students with visual processing issues are overlooked or unobserved.
Lastly, it doesn’t hurt to refer students to the Irlen services for confirmation. It is an example of finding an ‘outside of the box’ solution and see if they are a candidate for the Irlen method.
If you are interested in learning about the Irlen method, please go to the website: https://irlen.com The Irlen Method has been operating since 1983. Looking back, I would probably benefit from the Irlen color technology. It is better late than never.
That said, we should not assume that deaf students have reading problems primarily due to effects of early language deprivation or limited exposure to early language acquisition. It could be more than just language delay. DJK was raised in a Deaf family who utilized American Sign Language to communicate at home. Yet, she had visual processing issues which adversely affected her reading. Like her, some deaf students may experience visual processing problems too. As mentioned earlier, the majority of students with visual processing issues are overlooked or unobserved.
Lastly, it doesn’t hurt to refer students to the Irlen services for confirmation. It is an example of finding an ‘outside of the box’ solution and see if they are a candidate for the Irlen method.
If you are interested in learning about the Irlen method, please go to the website: https://irlen.com The Irlen Method has been operating since 1983. Looking back, I would probably benefit from the Irlen color technology. It is better late than never.
Irlen Method II: Our Meeting with the
Irlen Syndrome Diagnostician
DJK reading a book with her Irlen glasses
On July 11, 2018 my daughter, DJK, and I met with Dr. Jeannie Dunn, the Irlen Syndrome Diagnostician for new Irlen colored glasses known as Irlen Spectrum Filters, to address our underlying perceptual processing difficulties and light sensitivity that have contributed to our reading difficulties, fatigue, and visual strain (an ASL interpreter was arranged). Initially, DJK utilized the overlay color for academics (there are ten overlay colors), but she disliked using it, as it was not convenient. I suggested that she tried the colored glasses. At first, she was reluctant to agree to my recommendation, but she eventually agreed to try it. During our appointments, Dr. Dunn showed her briefcase fill of colored lenses. There were over 100,000 Spectral Filter colors if you blend them. Our meeting was a long and complicated process. With a limitless number of colors, it took us hours to screen for the right color that allows our brain to normalize brain functions. We also had to make sure that we would not see the color on white paper and the colored lenses were not too dim or dark. Eventually, we discovered the correct color that we were comfortable with. DJK’s color is mixed with two shades of light gray and while mine are combined with three light colors: pink, purple and yellow. See our pictures below.
Through the filtered colored lenses, DJK was amazed at how she was finally able to read with flow and fluency. She was also able to track the words and lines without skipping or losing her place. With over-stimulating background print, DJK was easily distracted and overwhelmed when reading. Consequently, she lost interest in reading. The Irlen glasses help her keep track of reading and increase her comprehension in reading. Despite the astounding outcomes, DJK was again reluctant to wear the glasses because of her peers. After much convincing by Dr. Dunn, DJK finally agreed. Since she got her Irlen glasses, she has been able to focus on reading and finish the entire book for the first time (See the photo of her reading a book with the Irlen glasses). As a mom, I was happy to see the positive changes DJK noticed when wearing her Irlen lenses. I wish I had known about the Irlen resources when I was younger. I guess it is better late than never, right?
It is agreed that DJK is wearing her glasses for academics only (i.e., assignments, reading, and tests). She is encouraged to wear them 24/7, but unfortunately, she is not comfortable because of friends. Since school started, I have received great responses from her teachers. They were fascinated with the Irlen resources and researched it themselves. What a great way to spread awareness of the Irlen resources!
Through the filtered colored lenses, DJK was amazed at how she was finally able to read with flow and fluency. She was also able to track the words and lines without skipping or losing her place. With over-stimulating background print, DJK was easily distracted and overwhelmed when reading. Consequently, she lost interest in reading. The Irlen glasses help her keep track of reading and increase her comprehension in reading. Despite the astounding outcomes, DJK was again reluctant to wear the glasses because of her peers. After much convincing by Dr. Dunn, DJK finally agreed. Since she got her Irlen glasses, she has been able to focus on reading and finish the entire book for the first time (See the photo of her reading a book with the Irlen glasses). As a mom, I was happy to see the positive changes DJK noticed when wearing her Irlen lenses. I wish I had known about the Irlen resources when I was younger. I guess it is better late than never, right?
It is agreed that DJK is wearing her glasses for academics only (i.e., assignments, reading, and tests). She is encouraged to wear them 24/7, but unfortunately, she is not comfortable because of friends. Since school started, I have received great responses from her teachers. They were fascinated with the Irlen resources and researched it themselves. What a great way to spread awareness of the Irlen resources!
Did You Know?
According to the Irlen link, ‘Irlen Spectral Filters are individualized, precision-tinted lenses that filter out the offensive wavelengths of light, allowing the brain to process visual information correctly.’
According to the Irlen link, ‘Irlen Spectral Filters are individualized, precision-tinted lenses that filter out the offensive wavelengths of light, allowing the brain to process visual information correctly.’
Me & my Irlen glasses
When it was my turn for screening with Dr. Dunn, the Irlen Syndrome Diagnostician. She shared that she encountered a lot of older adults, who were high school/college drop out, struggled academically and were not aware of their diagnosis of Irlen Syndrome until much later. She was astonished by my educational accomplishment. She said it requires perseverance and hard work. While Dr. Dunn was taking notes, I turned to the interpreter and said, “It’s no wonder why I’m always cranky and tired.” Dr. Dunn’s comment helped validated my years of exhaustion and frustration with academic demands.
Before I was tested for Irlen, I wore pink-tinted glasses called “FL-41” for light sensitivity for three years from 2015-2018. This helped with my Meniere’s disease, that I have had since 2003, by reducing light sensitivity. However it did not help with my perception difficulties and night driving. I attempted to avoid night driving whenever possible and felt like a prisoner.
At the time, I was unaware of the Irlen option and eventually learned about it from one of my college students. I was fascinated by it. I put that option to the back of my mind and intended to try it someday. By the time, my daughter was diagnosed with learning disabilities, I figured it was time to try the Irlen Method (I opted this option over the Vision Therapy) and went through the evaluation process. My daughter and I experienced similar results from our Irlen glasses. The only difference is that I notice the Irlen glasses help with my reading speed and my ability to spot the printed information material a lot quicker. For instance, I tended to lose my place in the effect of background stimulation, and it took me time to decipher the information I was looking for (i.e., menus, recipes, etc.). Now I do not have to do that with Irlen glasses, and it makes a huge difference! Much to my joy, my Irlen glasses also benefit my night driving; they help reduce glare and improve contrast. I can drive anywhere at night whenever I want! Last, but not least, my Irlen glasses help reduce my light sensitivity. What a perfect combination! I’ll have to say the Irlen Spectral Filters (glasses) are worth every penny and I couldn't live without them!
To sum up, the Irlen Method helps correct a perceptual processing problem as well as address reading, learning, and attention problems, which can affect achievement, learning, and performance for struggling students. It also helps normalize the brain’s ability (see the picture of the brain’s activity -- https://irlen.com/brain-research/) to process visual information, removing stress on the brain, and eliminating physical symptoms. Since D/HH individuals are visual learners, it doesn’t hurt to refer them to an Irlen Specialist for screening. Enclosed is the link to take the test to to find out whether or not you have Irlen Syndrome -- https://irlen.com/get-tested/
Before I was tested for Irlen, I wore pink-tinted glasses called “FL-41” for light sensitivity for three years from 2015-2018. This helped with my Meniere’s disease, that I have had since 2003, by reducing light sensitivity. However it did not help with my perception difficulties and night driving. I attempted to avoid night driving whenever possible and felt like a prisoner.
At the time, I was unaware of the Irlen option and eventually learned about it from one of my college students. I was fascinated by it. I put that option to the back of my mind and intended to try it someday. By the time, my daughter was diagnosed with learning disabilities, I figured it was time to try the Irlen Method (I opted this option over the Vision Therapy) and went through the evaluation process. My daughter and I experienced similar results from our Irlen glasses. The only difference is that I notice the Irlen glasses help with my reading speed and my ability to spot the printed information material a lot quicker. For instance, I tended to lose my place in the effect of background stimulation, and it took me time to decipher the information I was looking for (i.e., menus, recipes, etc.). Now I do not have to do that with Irlen glasses, and it makes a huge difference! Much to my joy, my Irlen glasses also benefit my night driving; they help reduce glare and improve contrast. I can drive anywhere at night whenever I want! Last, but not least, my Irlen glasses help reduce my light sensitivity. What a perfect combination! I’ll have to say the Irlen Spectral Filters (glasses) are worth every penny and I couldn't live without them!
To sum up, the Irlen Method helps correct a perceptual processing problem as well as address reading, learning, and attention problems, which can affect achievement, learning, and performance for struggling students. It also helps normalize the brain’s ability (see the picture of the brain’s activity -- https://irlen.com/brain-research/) to process visual information, removing stress on the brain, and eliminating physical symptoms. Since D/HH individuals are visual learners, it doesn’t hurt to refer them to an Irlen Specialist for screening. Enclosed is the link to take the test to to find out whether or not you have Irlen Syndrome -- https://irlen.com/get-tested/
@http://www.mandatory.com/culture/1065644-famous-people-who-overcame-learning-disorders-and-became-success
Enlarged Font: Makes It Easier to Read
The Irlen resources helped me analyze my surroundings further and make additional modifications (i.e. enlarge my computer font, change the color screen and use a magnifying bar) to help make my visual stress calm down while reading or working. I no longer have to squint or tilt my head while reading (It was discovered that people with visual processing disorder usually tilt while reading or looking at things). Finally, I was able to breathe for the first time in forty-four years! Why continue to suffer with visual processing limitations when we have resources available for adjustments? I'll have to thank DJK for leading me to Ilren for resources or I'd continue to suffer unnecessarily.
We use an Irlen Magnifying bar for reading. It helps changes the font size and keeps track of the words and lines while reading. I also asked DJK’s school for the possibility of providing an enlarged font for textbooks and tests as part of her accommodation. Naturally, the ‘enlarged font’ accommodation is offered to students with low vision and dyslexia. Due to an over-stimulant background, the enlarged font might benefit those with visual processing disorders or reading difficulties so they won’t have to miss the words or lines while reading. I believe it will help make reading easier and less distraction as well.
Hearing students with learning disabilities or visual processing problems have the options of using online tools to help with reading. However, many of them offer auditory access. They also could use a different way to process information, such as audiobooks (listening to textbooks) or dragon naturally speaking (voice recognition while writing a paper). Unfortunately, it is not accessible for deaf and hard of hearing students. The Irlen method and enlarged font might be good options. It may help reduce mental fatigue and/or vision strain trying to decipher the visual material. Using a Kurzweil 3000 software is another good option. It's a product with a comprehensive reading, writing and learning solution for reading disabilities or reading challenges.
If it is not possible to receive an ‘enlarged font’ accommodation in a secondary school, you may want to consider requesting it in a postsecondary institution. Looking back, I probably would have benefited from the Irlen color technology and Kurzweil 3000 software product in secondary and postsecondary institutions.
We use an Irlen Magnifying bar for reading. It helps changes the font size and keeps track of the words and lines while reading. I also asked DJK’s school for the possibility of providing an enlarged font for textbooks and tests as part of her accommodation. Naturally, the ‘enlarged font’ accommodation is offered to students with low vision and dyslexia. Due to an over-stimulant background, the enlarged font might benefit those with visual processing disorders or reading difficulties so they won’t have to miss the words or lines while reading. I believe it will help make reading easier and less distraction as well.
Hearing students with learning disabilities or visual processing problems have the options of using online tools to help with reading. However, many of them offer auditory access. They also could use a different way to process information, such as audiobooks (listening to textbooks) or dragon naturally speaking (voice recognition while writing a paper). Unfortunately, it is not accessible for deaf and hard of hearing students. The Irlen method and enlarged font might be good options. It may help reduce mental fatigue and/or vision strain trying to decipher the visual material. Using a Kurzweil 3000 software is another good option. It's a product with a comprehensive reading, writing and learning solution for reading disabilities or reading challenges.
If it is not possible to receive an ‘enlarged font’ accommodation in a secondary school, you may want to consider requesting it in a postsecondary institution. Looking back, I probably would have benefited from the Irlen color technology and Kurzweil 3000 software product in secondary and postsecondary institutions.
@http://www.azquotes.com/author/27144-Channing_Tatum
Visual Learning Center
While Googling for more information about visual processing disorder, I happened to discover a “Visual Learning Center” website that is located in Olney, Maryland. They provide a vision therapy to address and treat those who have a visual processing disorder. See the link about the Vision Therapy for more information. I had a deaf college student who struggles with his uncontrollable eye movement problems and is embarrassed by it. Unlike my daughter, his vision tends to shake. He wasn’t reading or anything. It must be related to his eye muscle coordination.
I recommended vision therapy or eye exercises through youtube. His face lighted up with hope.
When my daughter was first diagnosed with learning disabilities, I was trying to decide which route to provide for her: Vision Therapy or Irlen Syndrome. After doing some research, I opted Irlen Method because my daughter is attending a deaf school outside of the state. Because of the distance location, I couldn’t take her to dr for vision therapy (eye tracking excerise). Plus, I ran into the article posted on the www.understood.org and learned that there is no scientific evidence that vision therapy helps. See the link - https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/visual-processing-issues/understanding-visual-processing-issues
This article directed me to the Irlen option.
Also, see the link for more information about the ‘Treatment Options for Visual Processing Issues.' This is one of the options you might want to consider for your child. It seems to me the vision therapy deals with eye muscle coordination while Irlen Syndrome deals with brain functions.
I recommended vision therapy or eye exercises through youtube. His face lighted up with hope.
When my daughter was first diagnosed with learning disabilities, I was trying to decide which route to provide for her: Vision Therapy or Irlen Syndrome. After doing some research, I opted Irlen Method because my daughter is attending a deaf school outside of the state. Because of the distance location, I couldn’t take her to dr for vision therapy (eye tracking excerise). Plus, I ran into the article posted on the www.understood.org and learned that there is no scientific evidence that vision therapy helps. See the link - https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/visual-processing-issues/understanding-visual-processing-issues
This article directed me to the Irlen option.
Also, see the link for more information about the ‘Treatment Options for Visual Processing Issues.' This is one of the options you might want to consider for your child. It seems to me the vision therapy deals with eye muscle coordination while Irlen Syndrome deals with brain functions.
@https://angelamcaldwell.com/dyslexia/
Benefits of Kurzweil 3000 Software
Coming soon!
I will continue posting my findings from time to time. Feel free to make comments on the Facebook Group ‘Deaf & Learning Disabilities.’ Please be sure to come and visit us!
@http://www.azquotes.com/author/8917-Laura_Linney
References
Busch, S.N. (2012). Students who are deaf/hard of hearing with learning challenges: Strategies for classroom instruction. Washington University School of Medicine in St. Louis.
Calderon, R. (1998). Learning disability, neuropsychology, and deaf youth: Theory, research, and practice. Children’s Hospital and Medical Center, University of Washington. Oxford University Press. CCC 1081-4159.
Livadas, G. (2011). Deaf Education: A New Philosophy. The Endeavor. American Society for Deaf Children, 51-55.
Soukup, M. & Feinstein, S. (2007). Identification, assessment, and intervention strategies for deaf and hard of hearing students with learning disabilities. PubMED.