Plano Vision Development Center
EDUCATOR’S CHECKLIST
OBSERVABLE CLUES TO CLASSROOM VISION PROBLEMS
Student
Name Date
APPEARANCE OF EYES:
One eye turns in or out at any time
Reddened eyes or lids
Eyes tear excessively
Encrusted eyelids
Frequent styes on
COMPLAINTS WHEN USING EYES AT DESK:
Headaches in forehead or temples
Burning or itching after reading or deskwork
Nausea
Print blurs after reading a short time _
BEHAVIORAL SIGNS OF VISUAL PROBLEMS:
- Eye Movement Abilities (Ocular Motility)
Loses place often during reading
Needs finger or marker to keep place
Displays short attention span in reading or copying
Frequently omits words
Repeatedly omits “small” words
Writing up or down hill on paper
Rereads or skips lines unknowingly
Orients drawings poorly on page
- Eye Teaming Abilities (Binocularity)
Complaints of seeing double (diplopia)
Repeats letters within words
Omits letters, numbers, or phrases
Misaligns digits in number columns
Head extremely tilted while working at desk
Consistently shows gross postural deviations at all desk activities
C. Eye-Hand Coordination Abilities
Must feel things to assist in any interpretation required
Eyes not used to “steer” hand movements (extreme lack
of orientations, placement of words or drawing on page).
Writes crooked, poorly spaced: cannot stay on ruled lines
Misaligns both horizontal and vertical series of numbers
Uses hand or fingers to keep place on the page.
Repeatedly confuses left-right directions
D. Visual Form Perception (Visual Comparison, Visual Imagery, Visualization)
Mistakes words with same or similar beginnings
Fails to recognize same word in next sentence
Reverses letters and/or words in writing and copying.
Confuses likenesses and minor differences
Confuses same word in same sentence
Repeatedly confuses similar beginnings and endings of words.
Fails to visualize what is read either silently or orally
Whispers to self for reinforcement while reading silently
Returns to “drawing with fingers” to decide likes and differences
E. Refractive Status (Nearsightedness Farsightedness, Focus Problems, etc.
Comprehension reduces as reading continues; loses interest too quickly
Mispronounces similar words as continues reading
Blinks excessively at desk tasks and/or reading; not elsewhere
Holds book too closely; face too close to desk surface
Avoids all possible near-centered tasks
Complains of discomfort in tasks that demand visual interpretation
Closes or covers one eye when reading or doing work
Makes errors when copying from chalkboard to paper on desk
Makes errors in copying from reference book to notebook
Squints to see chalkboard, or requests to mover nearer
Rubs eyes during or after short periods of visual activity
Fatigues easily; blink to make chalkboard clear up after desk task
NOTE: Many children exhibit symptoms listed above at some stage of childhood. This does not necessarily mean the child has a problem. However, if symptoms persist, it is suggested that such a child be given a thorough visual analysis and physical examination to determine the exact cause.
Unless a child is visually “ready” he/she cannot be taught effectively how to read, write, or “learn.” He/She may be destined for disappointment, frustration and failure in school, college, and in his/her subsequent business and professional life.
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PLANO VISION DEVELOPMENT CENTER
5401 Wentworth Ave., Suite 14A
Chicago IL 60609-6300
Phone (773) 924-5297 - Fax (773) 373-3548
