By end of Primary 5, and after undergoing almost two years of reflex therapy, I continue to have visual and behavioral issues such as headaches, excessive blinking of eyes whilst reading, eyes hurting and eyes tiredness, particularly at the end of the day.
Ability to organize work continued to be poor and also tendency to get confused about right, left and other directional information (eg. Math symbol). My mother sent me for assessment by a orthoptist, a vision deficiency specialist to determine area of visual weakness requiring intervention.
Vision acuity, Stereo acuity, Simultaneous prism, Ocular motility, Saccadic eye movements, Pursuits, Convergence*, Fusion*, Accommodation*, Developmental Eye movement test, Color vision
I was discovered to have pronounced accommodation infacility associated with reduced range of convergence and positive fusional vergences.
Consequently, I was not able to shift visual attention from far to near and vice versa by both eyes simultaneously. This disables my binocular functioning, and I was not able to use both eyes at the same time, and it will be particularly pronounced in the classroom environment, due to the constant demand for change of focusing distance from the text-book to the white board.
The inability to accommodate different viewing distances imposes a big obstacle for my eyes to converge toward the nose equally and this may cause words to jump around, blur or double vision.
Vision therapy provides the opportunity to learn to use two eyes in the best binocular ways. When the two eyes coordinate well, much more visual information can be received and comprehended. Students who are able to coordinate their eyes easily read faster and better, understand more of what they read, and retain it loner.
The therapy provided extra support for fine print reading and visual tracking, particularly useful for copying from the board in class. With the intervention, I could read without straining my eyes or having a headache and reading became a pleasure.