Thinking & Finding an ‘Outside of the Box’ Solution
Please note that I am not an educator or evaluator, nor an expert in those fields. I am simply a Deaf parent with a visual processing disorder and a slow processing speed. My daughter, DJK, who is also Deaf, shares the same diagnosis. Over the years, I have navigated this journey like a complex puzzle, striving to improve coping strategies, compensate for academic challenges, and find effective reading solutions for DJK. For over 20 years, I worked as an ADA Accessibility Advisor in the accessibility services office of a postsecondary institution, providing accommodations for students with disabilities. Through this multifaceted role, I accessed resources that may benefit Deaf and hard-of-hearing individuals with learning disabilities.
DJK was not enthusiastic about this website; however, I felt that the Deaf community needs to be more aware of learning disabilities, particularly within the realm of Deaf education. DJK was diagnosed with learning disabilities during her first year of high school. Shortly after this diagnosis, she met a junior who also had learning disabilities. This student shared a writing assignment in which she discussed her own experiences with learning disabilities and expressed that her parents did not know how to help her. I found her experience disheartening, which motivated me to share the resources I have with families of children facing similar challenges.
Throughout my own journey with learning disabilities, I encountered numerous individuals who did not believe such disabilities existed within the Deaf community. As an adult, I was often told, "You look so smart," or "You don't seem like you have a learning disability." It is important to note that individuals with learning disabilities often possess average or above-average intelligence; they process and learn information differently. It is crucial not to confuse autism or intellectual disabilities with learning disabilities.
As noted by a parent of two Deaf children facing educational challenges, Deaf education teachers often lack familiarity with issues surrounding learning disabilities. According to Busch (2012), "A child who is deaf or hard of hearing is more likely than a child with typical hearing to have a learning disability" (p. 1). If you observe a student struggling in class, keep this statistic in mind. A study found that 50% of Deaf education teachers did not feel adequately prepared to teach Deaf and hard-of-hearing students with learning disabilities; these teachers require additional training in identification, assessment, and intervention (Soukup & Feinstein, 2007). Furthermore, research indicates that "deaf children may be at greater risk for learning disabilities than hearing children." Their hearing loss is frequently associated with other neurological deficits (Calderon, 1998). As a parent of a child with learning disabilities who attends a Deaf school, this information is particularly concerning.
DJK was not enthusiastic about this website; however, I felt that the Deaf community needs to be more aware of learning disabilities, particularly within the realm of Deaf education. DJK was diagnosed with learning disabilities during her first year of high school. Shortly after this diagnosis, she met a junior who also had learning disabilities. This student shared a writing assignment in which she discussed her own experiences with learning disabilities and expressed that her parents did not know how to help her. I found her experience disheartening, which motivated me to share the resources I have with families of children facing similar challenges.
Throughout my own journey with learning disabilities, I encountered numerous individuals who did not believe such disabilities existed within the Deaf community. As an adult, I was often told, "You look so smart," or "You don't seem like you have a learning disability." It is important to note that individuals with learning disabilities often possess average or above-average intelligence; they process and learn information differently. It is crucial not to confuse autism or intellectual disabilities with learning disabilities.
As noted by a parent of two Deaf children facing educational challenges, Deaf education teachers often lack familiarity with issues surrounding learning disabilities. According to Busch (2012), "A child who is deaf or hard of hearing is more likely than a child with typical hearing to have a learning disability" (p. 1). If you observe a student struggling in class, keep this statistic in mind. A study found that 50% of Deaf education teachers did not feel adequately prepared to teach Deaf and hard-of-hearing students with learning disabilities; these teachers require additional training in identification, assessment, and intervention (Soukup & Feinstein, 2007). Furthermore, research indicates that "deaf children may be at greater risk for learning disabilities than hearing children." Their hearing loss is frequently associated with other neurological deficits (Calderon, 1998). As a parent of a child with learning disabilities who attends a Deaf school, this information is particularly concerning.
I want to highlight DJK's journey while respecting her privacy. I included her in this discussion to confirm that we share the exact diagnosis and to bring attention to the existence of learning disabilities within the Deaf community. It's important to remember that while such disabilities can run in families, each person's experience is unique.
DJK has often felt frustrated by teachers who underestimated her abilities. She has grown tired of needing to protect herself and hide her academic challenges. Generally, Deaf children raised by Deaf parents tend to excel academically, which makes DJK's slower progress compared to her peers particularly disheartening. After reading this, I ask that we honor her journey and treat her with the respect she deserves.
For a long time, I suspected DJK had a visual processing disorder, but I remained skeptical until the high school psychologist's diagnosis. I had hoped that extensive tutoring in middle school would help her overcome her reading difficulties. Unfortunately, her challenges continued into her first year of high school, prompting me to refer her to a school psychologist for an evaluation regarding potential learning disabilities. The psychologist quickly identified DJK's visual perception issues and concluded that she did not have behavioral or attitude problems, as some teachers had claimed. Many assumed she was lazy or not trying hard enough. The psychologist noted that she used her attitude as a protective mechanism to conceal her learning challenges. This was such an insightful observation! I wish I had recognized this concept of using a shield earlier.
I am grateful for the psychologist's accurate assessment, as we didn't experience any behavioral issues with her at home. DJK was a sweet young woman who always contributed around the house without being asked. She was fortunate to have an evaluator who truly understood her situation.
I was heartbroken when I received the final report on her diagnosis, realizing I didn't want her to follow in my footsteps. I became desperate in my search for creative ways to help her with reading (such as the Irlen Method, magnifying bars, and enlarged fonts). DJK once said, "Mom, stop being obsessed with learning disabilities. I am fine. A learning disability is what I have, not who I am." I found a similar quote online, as shown in the picture above. Isn't she smart?
DJK has often felt frustrated by teachers who underestimated her abilities. She has grown tired of needing to protect herself and hide her academic challenges. Generally, Deaf children raised by Deaf parents tend to excel academically, which makes DJK's slower progress compared to her peers particularly disheartening. After reading this, I ask that we honor her journey and treat her with the respect she deserves.
For a long time, I suspected DJK had a visual processing disorder, but I remained skeptical until the high school psychologist's diagnosis. I had hoped that extensive tutoring in middle school would help her overcome her reading difficulties. Unfortunately, her challenges continued into her first year of high school, prompting me to refer her to a school psychologist for an evaluation regarding potential learning disabilities. The psychologist quickly identified DJK's visual perception issues and concluded that she did not have behavioral or attitude problems, as some teachers had claimed. Many assumed she was lazy or not trying hard enough. The psychologist noted that she used her attitude as a protective mechanism to conceal her learning challenges. This was such an insightful observation! I wish I had recognized this concept of using a shield earlier.
I am grateful for the psychologist's accurate assessment, as we didn't experience any behavioral issues with her at home. DJK was a sweet young woman who always contributed around the house without being asked. She was fortunate to have an evaluator who truly understood her situation.
I was heartbroken when I received the final report on her diagnosis, realizing I didn't want her to follow in my footsteps. I became desperate in my search for creative ways to help her with reading (such as the Irlen Method, magnifying bars, and enlarged fonts). DJK once said, "Mom, stop being obsessed with learning disabilities. I am fine. A learning disability is what I have, not who I am." I found a similar quote online, as shown in the picture above. Isn't she smart?
What is Visual Processing Disorder and How Does It Affect Learning?
Visual processing disorder, also known as perceptual disorder, refers to how the brain interprets and processes visual information. Individuals with this disorder may have 20/20 vision; however, it is not an optical issue. The problem lies in the brain's ability to recognize, track, remember, and interpret visual information received from the eyes.
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 on all kinds of visual processing disorders and how they affect 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 should track their child's visual processing issues and symptoms, and how they affect reading comprehension, math achievement, and social development. They can talk to the child's teacher about any processing difficulties they have noticed in the classroom and see whether these issues are impeding the child's academic progress. The same can be said for the teachers.
Parents are the best advocates for their children. If the school assures you that nothing is wrong with a child, but you have a different impression. You can request an evaluation for visual processing issues. Keep in mind that poor vision and visual processing disorder are two separate issues that will involve different treatments. It is crucial to have your child's vision checked to rule out any vision or eye problems. If the child's vision is not an issue, you can talk to the school about having them tested for possible processing issues. Be proactive and trust your instincts. As stated in the 'About Deaf/LD' section, ensure the child's diagnosis is included in the evaluation report.
Teachers
When working with students, teachers need to keep the eight types of visual processing issues in mind and ask them (and their parents, too) to describe how they read a book—skipping lines/words, being distracted by visual stimuli, and so on. Teachers (and parents) can raise concerns about the student's processing issues in the classroom and discuss intervention with a parent. A link to guides highlighting common warning signs of visual processing issues at various ages is included.
Tools/Accommodations
The lists of tools and accommodations the child can use are:
More accommodations and tools are listed in the 'Resources/Services' section. Intervention and solution-finding will make a 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 with 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 on all kinds of visual processing disorders and how they affect 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 should track their child's visual processing issues and symptoms, and how they affect reading comprehension, math achievement, and social development. They can talk to the child's teacher about any processing difficulties they have noticed in the classroom and see whether these issues are impeding the child's academic progress. The same can be said for the teachers.
Parents are the best advocates for their children. If the school assures you that nothing is wrong with a child, but you have a different impression. You can request an evaluation for visual processing issues. Keep in mind that poor vision and visual processing disorder are two separate issues that will involve different treatments. It is crucial to have your child's vision checked to rule out any vision or eye problems. If the child's vision is not an issue, you can talk to the school about having them tested for possible processing issues. Be proactive and trust your instincts. As stated in the 'About Deaf/LD' section, ensure the child's diagnosis is included in the evaluation report.
Teachers
When working with students, teachers need to keep the eight types of visual processing issues in mind and ask them (and their parents, too) to describe how they read a book—skipping lines/words, being distracted by visual stimuli, and so on. Teachers (and parents) can raise concerns about the student's processing issues in the classroom and discuss intervention with a parent. A link to guides highlighting common warning signs of visual processing issues at various ages is included.
Tools/Accommodations
The lists of tools and 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 types of papers, such as graph paper or colored paper
- Provide an alternative option to written assignments (word processor, Grammarly software)
More accommodations and tools are listed in the 'Resources/Services' section. Intervention and solution-finding will make a 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 came across the article titled 'Deaf Education: A New Philosophy," written by Greg Livadas. I found it enlightening, empowering, and liberating, as it offers valuable information about two significant types of visual processing issues. Understanding these issues is crucial for anyone involved in Deaf education, as it can deepen their knowledge and improve their approach in this field. The two types of visual processing issues discussed are visual-spatial and visual sequence.
Upon reflection, it's clear that Deaf students often possess strong spatial skills, excelling in math, sports, and navigation. However, given our visual-spatial disorder, we clearly do not fit into that category!
The study highlighted that "Deaf people have better visual-spatial memories than hearing people, but their sequential memory isn't as good" (Livadas, The Endeavor, Winter 2011, p. 52). The author noted that Deaf students often struggle with retaining sequences and are encouraged to use "visual and spatial material" in the classroom (Livadas, The Endeavor, Winter 2011, p. 53). Understanding these challenges can help educators develop more empathetic and effective support strategies.
According to the article, Deaf individuals tend to have stronger visual-spatial skills than their hearing peers but frequently encounter difficulties with visual sequential memory, which affects tasks such as reading, writing, and spelling.
I appreciate that the author acknowledges these two crucial types of learning and how they influence academic progress. However, it is essential to consider the full range of eight visual processing issues when working with students and to provide any necessary interventions, as educators often overlook these matters. I have included a copy of the article for your review.
Upon reflection, it's clear that Deaf students often possess strong spatial skills, excelling in math, sports, and navigation. However, given our visual-spatial disorder, we clearly do not fit into that category!
The study highlighted that "Deaf people have better visual-spatial memories than hearing people, but their sequential memory isn't as good" (Livadas, The Endeavor, Winter 2011, p. 52). The author noted that Deaf students often struggle with retaining sequences and are encouraged to use "visual and spatial material" in the classroom (Livadas, The Endeavor, Winter 2011, p. 53). Understanding these challenges can help educators develop more empathetic and effective support strategies.
According to the article, Deaf individuals tend to have stronger visual-spatial skills than their hearing peers but frequently encounter difficulties with visual sequential memory, which affects tasks such as reading, writing, and spelling.
I appreciate that the author acknowledges these two crucial types of learning and how they influence academic progress. However, it is essential to consider the full range of eight visual processing issues when working with students and to provide any necessary interventions, as educators often overlook these matters. I have included a copy of the article for your review.
@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 that affects academic performance. Irlen Syndrome is not a learning disability. However, it is frequently discovered to coexist with learning difficulties. The Irlen Institute offers colored technology (such as colored overlays and filters) to help the brain process visual information more effectively.
As I previously stated, I was attempting to think 'outside the box,' such as special education resource programs, tutoring, accommodations, and so on. I decided to try the Irlen method to see if it would help DJK's reading, thinking outside the box. I was curious about it as well.
During DJK's spring break in March 2018, we met with Karla Jay, an Irlen screener (there was an ASL interpreter present). I paid for her services because I didn't want to waste time battling about the interpreting request when DJK needed it. I'll have to thank the interpreter for coming on such short notice to see if we were candidates for Irlen Syndrome. We were later diagnosed with Irlen Syndrome and were Karla's first Deaf customers. She was a breeze to work with. I was so grateful for her offer to fit us into her jam-packed schedule on such 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 that 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 heads to count parts of the designs. While counting, I noticed the lines were overlapping. Despite my best efforts, I was unable to fully count the parts of the lines. DJK reported that some of the designs were difficult to look at, and they "changed sizes, pulsed, shrunk, and grew."
When we were asked to count "XXXXXX" on a visual-stimulus background, I could only count the first two X's, and the rest turned into white circles, which was the background information between the X's. I tried counting the Xs twice and kept seeing white circles that looked like "XX0000." DJK had the same experience, even though she was a little ahead of me in counting. We were unable to count all of the Xs.
As I previously stated, I was attempting to think 'outside the box,' such as special education resource programs, tutoring, accommodations, and so on. I decided to try the Irlen method to see if it would help DJK's reading, thinking outside the box. I was curious about it as well.
During DJK's spring break in March 2018, we met with Karla Jay, an Irlen screener (there was an ASL interpreter present). I paid for her services because I didn't want to waste time battling about the interpreting request when DJK needed it. I'll have to thank the interpreter for coming on such short notice to see if we were candidates for Irlen Syndrome. We were later diagnosed with Irlen Syndrome and were Karla's first Deaf customers. She was a breeze to work with. I was so grateful for her offer to fit us into her jam-packed schedule on such 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 that 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 heads to count parts of the designs. While counting, I noticed the lines were overlapping. Despite my best efforts, I was unable to fully count the parts of the lines. DJK reported that some of the designs were difficult to look at, and they "changed sizes, pulsed, shrunk, and grew."
When we were asked to count "XXXXXX" on a visual-stimulus background, I could only count the first two X's, and the rest turned into white circles, which was the background information between the X's. I tried counting the Xs twice and kept seeing white circles that looked like "XX0000." DJK had the same experience, even though she was a little ahead of me in counting. We were unable to count all of the Xs.
Irlen Rivers
On the Dutch and symptoms pages, I noticed rivers running down the page. I mentioned, "The page was blurry, and the small font was visually overwhelming." As a young girl, it frustrated me to see things like this. Karla noted that good readers never see rivers in text. Unlike the font shown in the image, you can clearly see what these rivers look like. I was diagnosed with Irlen Syndrome, a visual perceptual disorder that causes strain and fatigue while reading. DJK also had Irlen Syndrome, characterized by difficulties with written words, visual-spatial delays, and visual tracking issues. It's no surprise that having a visual processing disorder affects our ability to read and do math. As I explained in my "Tearing Down the Wall," detailing how it impacted my ability to read recipes, menus, maps, and text in crowded print when I was younger.'
We were both encouraged to use colored overlays while reading or taking tests. It was also suggested that we change the background color on our computer screens and consider purchasing Irlen-colored glasses.
We were both encouraged to use colored overlays while reading or taking tests. It was also suggested that we change the background color on our computer screens and consider purchasing Irlen-colored glasses.
Irlen Colored Overlays & Filters
To parents, teachers, and psychologists: If you notice any Deaf students having difficulty reading, it may be helpful to ask them for details about their challenges and to describe what they see while reading. DJK struggled with independent reading for years. As a self-taught reader, I encouraged her, but she often struggled to read independently and was easily distracted. Eventually, I asked her to explain her reading experience. She frequently lost her place, misread words, skipped words, missed punctuation, and re-read sentences. I could relate; I faced similar challenges when I was younger. Over time, I learned to compensate for my reading difficulties, thanks in part to my enthusiasm for learning. I didn't realize DJK was experiencing the same issues until I asked her about it. Why hadn't I thought to ask before? DJK's symptoms align with what is known as a "visual processing disorder."
However, we should not assume that Deaf students' reading difficulties are solely the result of early language deprivation or a lack of exposure to early language acquisition. There could be more at play than just a language barrier. DJK grew up in a Deaf family that communicated using American Sign Language, yet she faced visual processing issues that affected her reading ability. Many Deaf students, like her, may experience difficulties with visual processing, which often go unnoticed.
Finally, it may be beneficial to refer students to Irlen services for further evaluation. This is an example of seeking an "out-of-the-box" solution to see if they may qualify for the Irlen Method.
To learn more about the Irlen Method, visit https://irlen.com. It has been in use since 1983. In hindsight, I would have benefited from Irlen color technology. It's better to discover it late than never to discover it at all.
However, we should not assume that Deaf students' reading difficulties are solely the result of early language deprivation or a lack of exposure to early language acquisition. There could be more at play than just a language barrier. DJK grew up in a Deaf family that communicated using American Sign Language, yet she faced visual processing issues that affected her reading ability. Many Deaf students, like her, may experience difficulties with visual processing, which often go unnoticed.
Finally, it may be beneficial to refer students to Irlen services for further evaluation. This is an example of seeking an "out-of-the-box" solution to see if they may qualify for the Irlen Method.
To learn more about the Irlen Method, visit https://irlen.com. It has been in use since 1983. In hindsight, I would have benefited from Irlen color technology. It's better to discover it late than never to discover it at all.
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, an Irlen Syndrome diagnostician, to discuss our underlying perceptual processing difficulties and light sensitivity, which have contributed to our reading challenges, fatigue, and visual strain (an ASL interpreter was arranged for our meeting). DJK initially used color overlays for her academic work (10 overlay colors are available), but she found them inconvenient. I suggested that she try colored glasses instead. Although she was initially hesitant about my recommendation, she eventually agreed to give them a try. Dr. Dunn showcased her briefcase full of colored lenses during our appointment, and if you blended the Spectral Filter colors, there were over 100,000 possible combinations.
Our meeting was lengthy and challenging. With so many colors to choose from, it took us hours to find the one that helped normalize our brain functions. We also had to ensure that the selected color would not be visible on white paper and that the colored lenses were not too dim or dark. Eventually, we identified the correct color that we were both satisfied with. DJK's color resulted from a combination of two shades of light gray, while mine was a mix of three light colors: pink, purple, and yellow.
DJK was amazed at her ability to read with flow and fluency using the colored-filtered lenses. She could follow the words and lines without losing her place. Previously, the overstimulating background print had easily distracted and overwhelmed DJK while she read, causing her to lose interest. The Irlen glasses helped her keep track of what she was reading and improved her comprehension. Despite the impressive results, DJK was initially reluctant to wear the glasses due to concerns about what her peers might think. After much persuasion from Dr. Dunn, DJK agreed to wear them. Since getting her Irlen glasses, she has been able to focus on reading and even finished an entire book for the first time (see the photo of her reading with the glasses on). As a mother, I was delighted to see DJK's improvements with her Irlen lenses. I wish I had known about these resources when I was younger, but it's better late than never.
DJK agreed to wear her glasses only for academic purposes, such as assignments, reading, and tests. Although she was encouraged to wear them all the time, she felt uncomfortable doing so in front of her peers. I've received positive feedback from her teachers since the start of the school year. They are fascinated by the Irlen resources and have conducted their own research, which is a fantastic way to raise awareness about these essential tools!
Our meeting was lengthy and challenging. With so many colors to choose from, it took us hours to find the one that helped normalize our brain functions. We also had to ensure that the selected color would not be visible on white paper and that the colored lenses were not too dim or dark. Eventually, we identified the correct color that we were both satisfied with. DJK's color resulted from a combination of two shades of light gray, while mine was a mix of three light colors: pink, purple, and yellow.
DJK was amazed at her ability to read with flow and fluency using the colored-filtered lenses. She could follow the words and lines without losing her place. Previously, the overstimulating background print had easily distracted and overwhelmed DJK while she read, causing her to lose interest. The Irlen glasses helped her keep track of what she was reading and improved her comprehension. Despite the impressive results, DJK was initially reluctant to wear the glasses due to concerns about what her peers might think. After much persuasion from Dr. Dunn, DJK agreed to wear them. Since getting her Irlen glasses, she has been able to focus on reading and even finished an entire book for the first time (see the photo of her reading with the glasses on). As a mother, I was delighted to see DJK's improvements with her Irlen lenses. I wish I had known about these resources when I was younger, but it's better late than never.
DJK agreed to wear her glasses only for academic purposes, such as assignments, reading, and tests. Although she was encouraged to wear them all the time, she felt uncomfortable doing so in front of her peers. I've received positive feedback from her teachers since the start of the school year. They are fascinated by the Irlen resources and have conducted their own research, which is a fantastic way to raise awareness about these essential tools!
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 to be screened by Dr. Dunn, the Irlen Syndrome Diagnosis Specialist, she mentioned that she had encountered many older adults who had dropped out of high school or college due to academic struggles, often remaining unaware of their Irlen Syndrome diagnosis until much later in life. She was impressed by my academic achievements and noted that such success requires perseverance and hard work. "It's no wonder I'm always cranky and tired," I said to the interpreter while Dr. Dunn took notes. Her remark validated the years of exhaustion and frustration I had experienced with academic demands.
Before being tested for Irlen Syndrome, I wore pink-tinted "FL-41" glasses to manage light sensitivity from 2015 to 2018. While these glasses helped with my light sensitivity related to Meniere's disease, which I have dealt with since 2003, they did not address my perception issues or my difficulties with night driving. As a result, I tried to avoid driving at night whenever possible, which made me feel like a prisoner.
At the time, I was unaware of the Irlen option; I only learned about it from one of my college students. The idea intrigued me, but I pushed it to the back of my mind for future consideration. When my daughter was diagnosed with learning disabilities, I decided it was time to explore the Irlen Method instead of vision therapy, so I began the evaluation process. My daughter and I shared similar experiences with our Irlen glasses. The significant difference is that the Irlen glasses enabled me to read faster and locate printed information more quickly. For example, I often lost my place due to background distractions, making it challenging to find the information I needed on menus or recipes. With the Irlen glasses, I no longer struggle with this, and it makes a tremendous difference!
To my delight, my Irlen glasses also improved my night driving by reducing glare and enhancing contrast, allowing me to drive anywhere at any time of day or night! Last but not least, these glasses helped reduce my sensitivity to light, creating a fantastic combination of benefits. Irlen Spectral Filters (glasses) are absolutely worth every penny, and I couldn't live without them!
In summary, the Irlen Method addresses perceptual processing issues and helps resolve reading, learning, and attention challenges that can impact achievement and performance in struggling students. It normalizes the brain's ability to process visual information (see a related picture of brain activity at https://irlen.com/brain-research/ reducing stress on the brain and alleviating physical symptoms. Since Deaf or Hard of Hearing (D/HH) individuals are often visual learners, it is beneficial to refer them to an Irlen Specialist for screening. For those interested, a link to take the test to see if you have Irlen Syndrome is included here: https://irlen.com/get-tested/
Before being tested for Irlen Syndrome, I wore pink-tinted "FL-41" glasses to manage light sensitivity from 2015 to 2018. While these glasses helped with my light sensitivity related to Meniere's disease, which I have dealt with since 2003, they did not address my perception issues or my difficulties with night driving. As a result, I tried to avoid driving at night whenever possible, which made me feel like a prisoner.
At the time, I was unaware of the Irlen option; I only learned about it from one of my college students. The idea intrigued me, but I pushed it to the back of my mind for future consideration. When my daughter was diagnosed with learning disabilities, I decided it was time to explore the Irlen Method instead of vision therapy, so I began the evaluation process. My daughter and I shared similar experiences with our Irlen glasses. The significant difference is that the Irlen glasses enabled me to read faster and locate printed information more quickly. For example, I often lost my place due to background distractions, making it challenging to find the information I needed on menus or recipes. With the Irlen glasses, I no longer struggle with this, and it makes a tremendous difference!
To my delight, my Irlen glasses also improved my night driving by reducing glare and enhancing contrast, allowing me to drive anywhere at any time of day or night! Last but not least, these glasses helped reduce my sensitivity to light, creating a fantastic combination of benefits. Irlen Spectral Filters (glasses) are absolutely worth every penny, and I couldn't live without them!
In summary, the Irlen Method addresses perceptual processing issues and helps resolve reading, learning, and attention challenges that can impact achievement and performance in struggling students. It normalizes the brain's ability to process visual information (see a related picture of brain activity at https://irlen.com/brain-research/ reducing stress on the brain and alleviating physical symptoms. Since Deaf or Hard of Hearing (D/HH) individuals are often visual learners, it is beneficial to refer them to an Irlen Specialist for screening. For those interested, a link to take the test to see if you have Irlen Syndrome is included here: 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 have greatly assisted me in analyzing my surroundings and making additional modifications, such as enlarging my computer font, changing the screen color, and using a magnifying bar. These adjustments have helped reduce my visual stress while reading or working. For the first time in forty-four years, I was able to breathe easily without having to squint or tilt my head—a common behavior among those with visual processing disorder. Why should we continue to suffer from visual processing limitations when resources are available to help us make adjustments? I am grateful to DJK for directing me to Irlen; otherwise, I would still be struggling unnecessarily.
In our reading practices, we use an Irlen Magnifying bar, which helps adjust the font size and keeps track of words and lines as I read. I also inquired with DJK about the possibility of providing enlarged fonts for textbooks and tests at her school. Typically, students with low vision and dyslexia are offered the "enlarged font" option. Given the overly stimulating backgrounds, using an enlarged font may also be beneficial for those with visual processing disorders or reading difficulties. It can help prevent missing words or lines while reading, making the process easier and less distracting.
Hearing students with learning disabilities or visual processing issues can utilize online tools to assist with reading. However, many of these tools only provide auditory access. Alternatives such as audiobooks (listening to textbooks) or Voice Dictation (voice recognition software for writing papers) exist, but they may not be accessible to students who are Deaf or hard of hearing. The Irlen method and a larger font size may be effective options for reducing mental fatigue and visual strain when processing visual material. Another potential solution is Kurzweil 3000, a comprehensive program designed to support reading, writing, and learning for individuals with reading disabilities or challenges.
If obtaining an "enlarged font" accommodation in secondary school is not possible, consider requesting it at a postsecondary institution. I believe I would have performed better in high school and college if I had used Irlen color technology and Kurzweil 3000 software.
In our reading practices, we use an Irlen Magnifying bar, which helps adjust the font size and keeps track of words and lines as I read. I also inquired with DJK about the possibility of providing enlarged fonts for textbooks and tests at her school. Typically, students with low vision and dyslexia are offered the "enlarged font" option. Given the overly stimulating backgrounds, using an enlarged font may also be beneficial for those with visual processing disorders or reading difficulties. It can help prevent missing words or lines while reading, making the process easier and less distracting.
Hearing students with learning disabilities or visual processing issues can utilize online tools to assist with reading. However, many of these tools only provide auditory access. Alternatives such as audiobooks (listening to textbooks) or Voice Dictation (voice recognition software for writing papers) exist, but they may not be accessible to students who are Deaf or hard of hearing. The Irlen method and a larger font size may be effective options for reducing mental fatigue and visual strain when processing visual material. Another potential solution is Kurzweil 3000, a comprehensive program designed to support reading, writing, and learning for individuals with reading disabilities or challenges.
If obtaining an "enlarged font" accommodation in secondary school is not possible, consider requesting it at a postsecondary institution. I believe I would have performed better in high school and college if I had used Irlen color technology and Kurzweil 3000 software.
@http://www.azquotes.com/author/27144-Channing_Tatum
Visual Learning Center
While researching visual processing disorder, I came across several vision therapies designed for individuals with this condition. I once had a Deaf college student who was embarrassed by his uncontrollable eye movement issues. Unlike my daughter, his vision would shake even when he was completely still, such as when he was reading. This may be related to his eye muscle coordination. I recommended that he try vision therapy or some eye exercises available on YouTube, and his hopeful expression was encouraging.
When my daughter was first diagnosed with learning disabilities, I was uncertain whether to pursue vision therapy or explore the possibility of Irlen Syndrome for her. After conducting some research, I decided on the Irlen Method, mainly because my daughter attends a Deaf school out of state and I couldn't take her to the doctor for vision therapy (eye tracking). Additionally, I found an article on www.understood.org that stated there is no scientific evidence supporting the effectiveness of vision therapy. For more information on visual processing issues, including a recommendation for the Irlen Method, you can visit this link: Irlen was: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/visual-processing-issues/understanding-visual-processing-issues
Furthermore, please take a look at the link about 'Visual Process Disorders: Symptoms, Types, and Treatments.' This could be a potential option for your child. Vision therapy aims to enhance eye muscle coordination, while the Irlen Syndrome approach focuses on improving brain function.
When my daughter was first diagnosed with learning disabilities, I was uncertain whether to pursue vision therapy or explore the possibility of Irlen Syndrome for her. After conducting some research, I decided on the Irlen Method, mainly because my daughter attends a Deaf school out of state and I couldn't take her to the doctor for vision therapy (eye tracking). Additionally, I found an article on www.understood.org that stated there is no scientific evidence supporting the effectiveness of vision therapy. For more information on visual processing issues, including a recommendation for the Irlen Method, you can visit this link: Irlen was: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/visual-processing-issues/understanding-visual-processing-issues
Furthermore, please take a look at the link about 'Visual Process Disorders: Symptoms, Types, and Treatments.' This could be a potential option for your child. Vision therapy aims to enhance eye muscle coordination, while the Irlen Syndrome approach focuses on improving brain function.
@https://angelamcaldwell.com/dyslexia/
Benefits of Kurzweil 3000 Software
Coming soon!
I'll keep posting my findings. Please 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.
