• VISUAL THERAPY
    80% of the information we receive enters through the eyes

VISUAL THERAPY

Visual therapy, also known as visual training, is a program based on exercises that are designed to correct and improve the various functional and perceptual abilities of the eyesight.

80% of the information that children receive at school enters through the eyes. Having a visual acuity of 100% does not guarantee good eyesight. Having a good eyesight involves being able to identify, interpret and understand what we see.

Functional Visual Skills

They are necessary to capture the visual information in a relaxed and efficient way.

  • Binocularity

    The ability to use both eyes simultaneously.

    A bad binocularity causes double vision, visual discomfort, headaches, and/or blurry vision.

  • Focus changes

    The ability to quickly look far-close and vice versa. Poor flexibility involves temporary blurred vision when we change the point of focus.

  • Peripheral vision

    The ability to be aware of what is happening around our points of interests without it interfering in our visual attention. A bad peripheral vision causes continuous distractions during the study.

  • Ocular Mobility

    The ability to move the eyes with precision and the right speed in order to follow moving objects and to read. Bad movements cause reading difficulties. This ability is indispensable during the practice of sport.

  • Accommodation

    The ability to focus on close and far objects correctly. A bad accommodation can cause blurry vision at class and/or headaches.

  • Fixing the Eyesight

    The ability to maintain the visual focus within a comfortable and efficient way for a certain time. A poor fixation can cause continuous distractions.

Perceptual Visual Skills

Are required to recognize and correctly interpret all the information we receive visually.

  • Visual Discrimination

    The ability to visually discriminate similarities and differences and to distinguish similar words or letters. Having difficulties in this area involves confusing words that begin alike or that look similar: was / saw.

  • Visual Memory

    The ability to remember the information received through the vision in its entirety and sequentially. Having difficulties in this area involves problems to evolve from the syllabic reading to the global one, misspellings and difficulty to copy from the board.

  • Visuospatial Relationship

    The ability to understand the directional concepts. It is based on the body scheme, laterality and directionality. Having difficulties in this area involves confusing the letters that only change their orientation: bd, pq, un. It might cause reversals while reading and/or writing.

  • Form Constancy

    Ability to visually perceive and recognize a shape even if it has size variations, if the spatial location has changed… (an “a” in capital letters has the same value as an “a” in attached letters). Having difficulties in this area involves problems to identify letters in different typographies.

  • Figure-Ground

    The ability to distinguish what is important from what is irrelevant. Having difficulties in this area involves losing the thread of the argument while reading in favour of the details of the description.

  • Visual Closure

    The ability of having a total perception of the picture without needing all the details. Capturing the main idea by extracting valid conclusions using the given information. Having difficulties in this area causes problems when making decisions because of a lack of information. It also involves a poor reading comprehension and difficulties in solving mathematical problems.

  • Fixing

    The ability to integrate everything that we see with the motor system parts. It is the coordination between the eyes and the hands. Having difficulties in this area can cause trouble copying, writing straight, following a rhythm… or it can even be the cause of a poor handwriting.

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