learning skills, training

Vision: Focusing Skills

Vision: “The ability of sight, the manner in which one sees or conceives of something”

Think about it:

If you are unable to scan horizontally – a visual requisite for reading and closing letters into words that are meaningful – your achievement level drops.

If you are unable to distinguish small differences (visual discrimination), which is especially critical for sustained reading over an extended period of time, your achievement level drops.

If you are unable to understand vocabulary and verbal ideas due to visual fatigue and loss of concentration, your achievement level drops.

If you have jerky eye movement when following an object, excessive head movement, overshooting the target, fatigue, and clumsiness – symptoms of poor eye tracking – your achievement level drops.

The SOI-IPP program has been able to screen people with these conditions and prepare a course of action. For severe cases of these vision issues, the best therapy is a developmental optometrist. SOI realizes the value of such treatment and encourages people to pursue this venue.

Vision can be the hindrance for learning success. Students receive the OK from the school nurse that their vision is 20/20, but classroom performance says otherwise. If a student is suspected of having vision problems, every avenue should be pursued to correct the deficiency. Build a foundation: strengthen the teamwork of the eyes so the learning experience is enjoyable.

SOI has designed a new vision workbook that targets these focusing skills! The workbook concentrates on the areas of visual tracking and stamina. Parents and teachers are invited to use this tool as part of their student exercises in developing good vision skills. Whether you are in a school, clinic, or at home, this workbook is great option! Take a look at the sample pages below.

written by: Jody Brooks, SOI Systems general manager

learning skills, Unique Issues

Parents: Take Your Babies Out of Those BUCKETS!

What buckets am I talking about? I mean those baby carriers that small children sit in while riding in the car. I am sure you have seen moms take the baby and his “bucket” out of the car and put the child and “bucket” into the grocery cart at the market or the stroller at the mall. When shopping is done, back into the car goes the baby in his “bucket.” What amazes me is that these babies seldom cry or act like they want to be picked up. Neither of my grandsons would stand for the being in the “bucket” one minute longer that they had to be. Sometimes, my grandsons would stiffen into a standing position so that it was very difficult to even buckle them into the “bucket” for the car ride.

A few years ago I worked with a third grade boy at my center, whom I will refer to as Bob. The SOI test indicated he was average on 8 tests, all in Cognition and Memory. He also had two low average scores, one in recognizing shapes that have been turned and the other in speed of handwriting. The rest of Bob’s SOI tests scored above average. These were high scores considering that Bob was struggling in school.

The IPP Screening indicated what caused Bob’s problems in reading and math. He had trouble with all of the focusing skills and all of the sensory-integration tests, with the exception of balance. Bob liked sports and his sense of balance was his only saving grace.

As I worked with Bob on the IPP physical exercises, I realized that his awareness of body in space was negligible and that he had not internalized right from left. At nine years of age, his mom reported that he Continue reading “Parents: Take Your Babies Out of Those BUCKETS!”


The Apple Doesn’t Fall Far from the Tree


On many of the occasions where I have assessed both parents and their children, I have been fascinated by the results. Here are two examples.

Many years ago, I assessed a father and son. Both had a high incidence of gifted scores, were left-handed, and had significant hidden visual perception issues. In the case of the father, the vision issues didn’t prevent him from becoming a good reader. He attained good scores in English literature, qualifying to be a teacher and entering a Master’s program. The son, whose visual perception problems were all in the same areas, but who scored at a lower level in them, almost didn’t graduate from Grade 13 because of his reading and writing difficulties.

Both excelled in mathematics and symbolic thinking. The father eventually entered business as a financial adviser and the son, who had never read a novel or written a report without assistance, became an engineer. Both were very successful.

When I was managing an SOI/IPP program in an alternate school here in Vancouver, I assessed three members of one family. The mother was SOI assessed as she was being trained to help with the IPP program. The two siblings that were tested were attending the school and taking IPP training. The mother was Continue reading “The Apple Doesn’t Fall Far from the Tree”