EYES 0KI'M OK

HAROLDWIENER, OD

oPToMETR1c ExTENs1oN PROGRAM |=ouNDA'r1oN

Copyright © 2012 Optometric Extension Program Foundation, Inc.All rights reserved.

Originally published in 1977byAcademic Therapy Publications

Printed in the United States ofAmericaPublished by Optometric Extension Program Foundation, Inc.

1921E. Carnegie Avenue, Suite 3-LSantaAna, CA 92705-5510

Managing editor: SallyMarshallComgoldCover/graphics design: Kathleen Patterson

Library of Congress Cataloging-in-PublicationData

Wiener, Harold.

Eyes Ok-- l’m Ok / Harold Wiener, -- 2nd ed.p, cm.

Originallypublished: San Rafael,Calif. :AcademicTherapy Publications, 1977.Includes index.ISBN 978-0-929780-30-6 (alk. paper)1. Visual education. 2. Perceptual-motor learning. 3. Vision disorders in children, 4. Communicativedisorders inchildren. 1.Title.LBl043.5.W48 2012371.33’5--dc23

2011052919

Optometry is the health care profession specifically licensed by state law to prescribe lenses, opticaldevices and procedures to improve human vision.

Optometry has advanced vision therapy as a uniquetreatment modality for the development and remedia-tion of the visual process. Effective vision therapy requires extensive understanding of:° the effects of lenses (including prisms, lilters and occluders)° the variety of responses to the changes produced by lenses° the various physiological aspects of the visual process-the pervasive nature of the visual process in human behaviorAs a consequence, effective vision therapy requires the supervision, direction and active involvement ofthe optometrist_

Table of ContentsPrefaceAcknowledgmentsDedication

I A FUNCTIONALBASIS FOR VISIONCentral and Peripheral VisionVision and Posture

2 THEDYNAMIC VISUAL FIELDAttention vs. ConcentrationPeripheral VisionThe Dynamic Visual FieldTensionClinical TestingClassroom Benefitsof Peripheral AwarenessTraining Peripheral AwarenessSummary

3 THERELATIONSHIPBETWEENLANGUAGEAND VISIONVision and Language

4 VISIONAND READINGReading Using Peripheral Visual AwarenessAdvanced Reading

5 COMMUNICATING WITHA CHILDFOR POSITIVE PERFORMANCELevels ofCommunicationDeveloping the ProcessFeedbackConclusion

6 EDUCATIONALLYSIGNIFICANT VISUAL TESTSSigns of a Visual Problem in the ClassroomEye MovementsEyeMovements-PursuitsEyeMovements-Eyes and HandEye Movements-Near to Far FixationsVisual AcuityProcedure: Visual AcuityAtFarVisualAcuity At NearNearPoint of ConvergenceNearWorking DistanceDominant or Lead SideThe Gesell Copy Form Test

7 TRAININGACTIVITIESImproved PerformanceOrientationUnderstandingsHelping Children Discover ThemselvesReciprocal MovementActivities that Require BalanceIntegratingVision, Motor, and LanguageEyeMovements

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3

9

I3

15

2]

31

The ChalkboardChalkboardActivities

8 HANDWRITINGEmphasis-Product or ProcessThe HeadTiltInnerLanguageFinger WritingHelping theWho isAlreadyWritingDeveloping Ease in WritingSetting the Stage for the ChildTraining Activities

9 MAKINGARITHMETIC MEANINGFULWhatWasThe Language Aspects ofArithmeticCauses of FailureNumerals andNumbersDennition ofNumber and NumeralQualification of NumeralNumber ConstancyOurNumber SystemTeaching an Understanding of theNumber SystemMeaning of ZeroStepping StonesThermometerThe Operations of ArithmeticLanguage ofArithmetic OperationsWorking with Arithmetic OperationsUsing Stepping Stones to PracticeMathematic ProcessesUsingCuisenaire Rods to Teach MathematicalOperationsWorking with MoneySummary

I0 SPELLINGThe Process of SpellingTo Improve a Child’s SpellingSetting thc Stage for SpellingInnerLanguageReceptive LanguageExpressive LanguageVisualMotorSpelling in the ClassroomDiscoveryReinforcementUsing the Spelling Test as a Means of Encouraging the ChildDevelop FeedbackCorrectingMisspelled Words inCompositions

11 SUGGESTIONSFOR CLASSROOM TEACHERSAND PARENTSI2 PARENTAND CHILD COMMUNICATIONAS RELATED T0 VISIUN

INDEX

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PrefaceThis book has been written because ofthe tremendous need that exists to help children having problemsmeeting the many demands of the classroom.This book is for those people instrumental in helping children develop. It is my purpose to share theunderstandings and activities developed by optometrists so that other professionals and parents willbecome better equipped to provide to children the direction and guidance needed to help them effectivelymeet the classroom and social demands placed upon them.All children, whether they are havingdifficultyor appear to be doing well, can benefit from the understandings and activities described in this book. lnaddition to children, adults can also benelit from the understandings described in this book, asage alone isnot a factor in the development of performance skills.They canbe developed at any age.My aim, and that of other developmental optometrists, is to hclp pcople develop the processes necessaryto function more elfectively inour culture.While the culture demands achievement, it is unfortunate thatthis achievement is at almost any cost to the individual himself. People are measured by how well theymeet goals and the end result of their work-the product. Weall agree that the product, or end-result, isimportant; however, our point of departure from traditional thinking is in how the product is attained.Weare concemed with theprocess. The developmental optometrist is process-oriented. He wants to helppeople develop more effective ways to perform and achieve so that they will not become physically,emotionally, or visually handicapped.For over 80 years, developmental optometrists all over the world have been helping people achievemoreefl`ectively.* This has been done by changing the process (the way) by which people achieve, from alaborious, time consuming, and inefficient manner, to a spontaneous, quicker, and more efficient manner.Our success inhelping people is outstanding. Themeasure of our success isnot only in terms ofa readingtest or achievement test, but also in the attitudinal and the ease-of leaming changes which take place inchildren and adults who have participated in optometric training.Some of the reported and documented changes that result from optometric training are:

l. Increased self-confidence.2. Improvement in school performance: reading, writing, arithmetic, handwriting, spelling, and sub-

jects where these skills are applied, such as social studies and science.

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. Longerattention span.Improvement in responding to instruction.

. Improvement in followingdirections.

. Interest in reading for pleasure.

. Improvement andparticipation insports.

. Getting along better with friends.9. Working nearer potential.10. Improvement inpersonal habits.II. Increasedability to communicate needs and wants.I2. Less inner tension.I3. Decrease in hyperactivity.I4. Improvement in work and study habits.15.Less time spent on schoolwork without sacrificing grades.16. Improvement in comprehension.

V

Vision and the visual process is the least understood of all body processes. It has been the experienceof developmental optometrists that even the most sophisticated people know very little about the visualprocess and how vision works. Most people (professionals and laymen alike) think only of visual acuityand healthy eyes. While these two factors are important, there is muchmore about vision that will beexplained inthis book. Vision isa process that involves the integration ofall systems of the body. In orderto accomplish this integration, it is necessary for all systems to work freely, smoothly, and without tension.For a vision system that works inharmony with the rest of the body, many skills must be developed. Asyou read subsequent chapters, you will see how instrumental the process of vision is in providing andmaintaining body harmony.Another concept that is not generally understood about vision is that it is an automatic process. Vision isnot a passive process. lt isanactive one inwhich it isnecessary for a person tomove his eyes to look,to locate, to focus, and then to integrate the infomiation with other body systems. It is thewhole body inaction working to arrive at an appropriate action in response to an extemal visual stimulus. Integrativeleaming takes placewhen vision smoothly, automatically, and efficiently triggers the entire action systemofthe body into play.The “action system,” comprising other systems ofthe body involved in this process,includes the general motor system of the body (the muscles) and the language system (speech, hearing,and inner language). The procedures that you will read about have to do with the use of the muscularsystem ofthe body, the use ofthe eyes, and language.Whoever works with children must be honest, straightforward, and loving. The language used must retlectthese characteristics so that the childwill respondwithout fear.The childmust be likewise “open” insidehimselfso that he can benefit from the procedures that are described. This attitude is necessary becausesomething isnot being done to the child. Hedoes somethingwithin himself. lt then becomes necessary tounderstand how to communicatewith the child so that he is kept open and responsive. My eoncem is tohelp children leamhow to process visual data by leading, not driving them.The activities described in this book are a starting point for more advancedwork. By using this book andbyworking together with a developmental optometrist childrencan behelped to function at unbelievablelevels. The optometrist in his program ofoptometric training uses lenses, prisms, and specialized trainingdevices to develop speeilic aspects of the visual system such as binocular vision, focus flexibility, andfusion ranges. He also provides a visual evaluation that encompasses all aspects of visual performanceat both distance and near.An eye examination that just investigates a child’s ability to see clearly is notadequate. Only an in-depth optometric evaluation,which allows time to discussthe resultswith the parents,can determine how a person processes visual data and what has to be done to increase his effectiveness.Too many children have the will to succeed, but not the skill. This book tells how to develop the skill andimprove the will.*TheOptometricExtensionProgramFoundation. 1921E.CamcgieAve., #3-L, SantaAna, CA92705, 949-250-8070, oepf@oep.org, www.oep£org can send the names and addresses of developmental optometristsll'l y0lll° area.

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About the AuthorDr. Harold Wiener

Dr. Wiener receivedhis Doctor of Optometry (OD) in |950 from the PennsylvaniaCollege of Optometry(PCO) where he became an Adjunct Professor lecturing on Behavioral and Developmental Vision andlater, Director Emeritus of its Board of Directors. (PCO is now part of Salus University.)He served on staffat the Gesell InstituteofChildDevelopment, NewHaven,CT between 1957 and 1959.After heeamed hisDoctor ofOptometry degree, Dr.Wiener continued his education at Jersey City StateCollege where he received his Bachelor ofArts in Education in 1968. He went on to eam three certitica-tions in Special Education and another in Elementary Education.He has been a ClinicalAssociate of the Optometric Extension Program since 1950. Hewrote three booksfor OEP: Vision in the Classroom, 1970, CommunicatingWith The Visual Training Patient, 1975 andCommunicating for Success in 1981. He has been a Fellow of the College of Optometrists inVisionDevelopment since 1980.He is a national and intemational lecturer on behavioral and developmental vision.

AWARDSDr.GN.Getman Award inVisionDevelopment, College of Optometrists inVision Development - 1987ScientificAchievement Award,New Jersey Optometric Association - 1987Prcsident’s Gold Medal of Honor, Pennsylvania College of Optometry - 1994E.C. Nurock Award -Highest Symbol of Recognition, New Jersey Optometric Association - 1995Albert FitchMemorialAlumnus of theYear - Pennsylvania College ofOptometry ~ 2004

Dr.Wiener has been inprivate practice since 1950.

VII

AcknowledgmentsWriting a book is amassive undertaking and there are many people who help and encourage a person ashe goes along. The following people are those who have helped me in this undertaking, and I am deeplyindebted to them:Marianne Keman and ReginaConlon,myoffice assistants;Martha Stem, advisor for the Optometric ExtensionProgram;BeatriceLangerman, psychologist andwriter;Geoffrey Lindenauer,psychologist and great humanist.Iwould be remiss not to thank the many wonderful people who come to myotiice or bring their childrenfor help. These are the people who have benefittedfrom the process and concepts described in this book.Special thanks to my late wife, Ruth, for her patience, encouragement and understanding. To my twosons,Beni andMarc,who are living examples of what has been expressed in this book. I look at my sonswith great pride, not because of my accomplishment with them, but of their accomplishments withinthemselves. ToGinny Panzer for her help, encouragement and support.Thank you to all.

DedicationThis book isdedicated to the many menand women of the Optometric Extension Programwho have spenttheir lives helping humanity. Following are some optometrists who had a profound influence on my lifeand understanding:

A.M. Sketiington,ODE.B.Alexander, ODE. F.Richardson, Sr., ODG. N.Getman, ODR.A.Kraskin,ODR. J. Apell, ODL.A. Palmer, ODS. Lesser,ODH.Hendrickson, OD

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