In addition to OT the student may need a developmental
optometrist.

This is probably more common that most know, but it is often
overlooked or seen as not a big problem. However, visual problems
can be huge.

One of the big problems is until the visual problems are remediated
to some extent, the student will always interpret things
inconsistently. It isn't as though the student always sees the 'b'
or the 'd' in the same manner each time it is viewed. There lies
the problem. If it was interpreted consistently each time,
whatever it looked like to the student would be representative of
that letter or sound.

LP had great ideas. Also having the student make the letters out
of clay.

It is great you are trying so hard, but several times is nothing
when it comes to what is needed for someone with a disability.
Often they need hundreds of repeatitions in order to push the
information in. But it also requires other senses since the visual
is stuggling.

On 11/04/09, Wings wrote:
> Thanks!
>
> Apparently not many people run into this issue.
>
> On 11/03/09, LP wrote:
>> On 11/02/09, Wings wrote:
>>> Can anyone share any visual perceptual interventions that
>>> they use in the class for students? I have OT working with
>>> these students but I feel that I need to do more. I have
>>> one student who is not dyslexic but can not read b/d.We
>>> have reviwed the word d-o-g and b-i-g several times with
>>> continual difficulty. I want to do more to help but don't
>>> know what! Thanks!
>> Just a possible idea, have you ever used the flash cards with
>> the sand letters on them? The children like to trace the
>> letters of the sand texture, with their fingers. If you use
>> these sand cards, you could spell out the words, and then have
>> them trace the words with their fingers.
>>
>> Another idea: First have the child draw a picture of a dog on
>> paper. The child could spell out the word "dog" with elmer's
>> glue and pour glitter on the glue. When the glue is dried,
>> encourage the child to touch the glitter and trace the letters
>> with fingers.
>>
>> Wait a week or so. Do "big bug" on a separate sheet of paper,
>> with a picture of a bug.

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