If you’ve been writing or saying “Irlens Syndrome or Irlen’s Syndrome” you’ve been doing it wrong! Irlen Syndrome was discovered by Helen Irlen in the early 1980s. She named the condition Scotopic Sensitivity Syndrome, but many years later, the condition was renamed after her. In medicine, when they name a … Continue reading →

Learning is a complex, multifaceted process. When your child is having challenges in school, it can be difficult to pinpoint why. Trouble with visual processing is a major factor easily missed by both families and professionals because it is not well understood. At the root, it is due to an … Continue reading →

Saccadic movement, more commonly known as saccades, is the ability of the eyes to move in synchrony from point A to point B rapidly without deviating from the path. Impaired saccadic movement is when the eyes do not move together in a designated pattern such as left/right and top/bottom. They … Continue reading →

Falling through the cracks simply means falling behind when everyone else is moving forward.   With teachers being more taxed than ever before, the risk of students falling through the cracks is on the rise. The education system expects a lot from today’s teachers, from individualized instruction to behavior management, … Continue reading →

You’re watching a program on an older television, and soon, it’s overtaken by static. This is what someone with Visual Snow Syndrome (VSS) experiences regularly. VSS is a rare neurological disorder where the entire visual field is obstructed by small flickering dots similar to TV static or snow. The dots … Continue reading →

Psychoeducational assessments are essential in determining a child’s eligibility for special education and related services. Typically, standardized testing evaluates a student’s background, cognitive functioning, processing, academic functioning, and social-emotional skills. The process will conclude with eligibility recommendations, as well as recommendations for the child’s Individual Education Plan (IEP). You might … Continue reading →

For students who regularly use colored overlays in the classroom to address visual stress and visual processing problems, there are often questions and anxiety about whether they will be allowed to use this assistive technology on state and standardized tests.  The use of colored overlays on state standardized tests and … Continue reading →