Microsoft Word vision therapy2

Transcript

1 Dear Committee Members, tical in helping both my students Early detection and intervention of visual issues have been cri the last 15 years. and my own daughter become more fluent readers. I have been a primary teacher for year, inevitably, there are one or two t over 300 kids to read. Every During those years, I have taugh ntion within the school setting, a students who, even with good instruction, extra reading interve support system at home to help, a nd hard work and perseverance from the child, are still finding it hard n. No matter how much extra time she to become fluent readers. My da ughter was one of these childre Reading Specialist, and hours of nightly extra one on one time from the was receiving from her teacher, reading work at home with my a ssistance, she was not getting it . I, as a teacher, had the reading strategies and experience to help her, as I had helped countles s other children, but for whatever reason it just wasn’t ‘clicking’. Tha en trained by Dr. Clark and her team to spot nkfully her teacher and I had be the signs of a child who needed t whether her eyes were working extra vision screening to detec eeing 20/20. Unfortunately, thoug properly together, not just s h, because it is not something that is routinely done for all students a nd our primary training is in education and not optometry, we only to screen her after all the usu al educational avenues of intervention had thought to utilize our training nd been exhausted. Thankfully we d now in 2 id catch it early enough that, grade, my daughter is reading at grade level and enjoying readi ng. Due to her success with c orrecting her vision, reading is no longer a struggle. My daughter’s story is only one of countless children who have been turned into readers because of early detection. Catching her vision issues early h as given her the gift of reading that will be cess she can attain as an adult instrumental in the level of suc . Research suggests that students who are rd not on grade level by 3 grade have a decreased graduation rate and an increased rate t o live in poverty rd o are caught in Kindergarten through 3 as an adult. Early intervention matters in all forms. Kids wh grade when they are still learni ng to read instead of reading t o learn can make remarkable gains in school across all subject areas once their vision issues are di agnosed and treated. I have seen this first hand time and time again with my studen ts. I could list names for the entirety of the next paragraph of students who have been helped by early detection. Kids who have the reading strategies, are bright a nd hard‐working but we just can ’t seem to figure out why reading is me sort of visual issue. It is critical to coming so hard to them typically end up being diagnosed with so check for vision issues with a co ching for more intensive intervention mprehensive exam prior to sear like Special Ed. Services. Imagi ne the time, resources, and fr ustration saved if screenings were more widely done (every grade level in the primary grades) and not j ust when we as teachers have beat our heads against the wall time and time again to figure out why a student is not making the gains we know they are capable of making. I urge you to update the school v ision screening laws to includ e screenings at every grade level in the primary grades. Thank you for your time. Jessica King Kindergarten Teacher USD 298 Lincoln Public Schools

Related documents