Neurological vision

Some children may have more difficulty than others in learning to read and write when they begin school, or may simply not feel comfortable in school. In these cases, it is important to explore the various avenues that may be hampering the child and provide help as soon as possible in order to prevent him or her from falling behind or losing confidence. A neuro-visual impairment may be one of the disorders that disrupt a child’s schooling.

It is often the child’s teacher who first picks up on such problems, alerted by the child’s difficulty concentrating, slowness in carrying out certain tasks, difficulties in copy exercises, differences in results between oral and written tests, or untidy handwriting.

Children who do not have properly corrected visual acuity, good binocular vision and smooth eye movement, or who have an impaired field of vision, are particularly hampered. For this reason, a precise diagnosis based on ophthalmological and orthoptic assessments is particularly important.

Warning signs of neuro-visual disorders

  • Slowness in school activities, but not outside
  • Easily tired, and increasingly so over time
  • Better results in oral tests than written ones
  • Copy-exercise problems: missing out letters, words or whole lines
  • Difficulties reading: omitted/inverted or mistaken letters, missing or skipping over words or lines, inverting syllables, comprehension problems, hesitant or stumbling when reading
  • Spelling problems: difficulty memorizing the overall form of the word, “phonetic” spelling
  • Writing problems: sloppy handwriting, problems keeping letters on the line or aligning text with the margin
  • Geometry problems: difficulty in reproducing a figure, connecting points or carrying out precise measurements
  • Headaches while working
  • Watery eyes
  • Poor posture


The first step, however, must be treating any other disorders that affect the vision: any refractive errors must be corrected with glasses or contact lenses, amblyopia (lazy eye) or strabismus must be resolved, etc.

The first stage of rehabilitation is intended to achieve a good quality of eye movement. The second phase will give the child tools to use, and allow him or her to form the visual strategies necessary for learning to read, write, copy, etc.

Orthoptic rehabilitation of neuro-visual disorders is often part of a multidisciplinary approach to treatment in the context of a given learning difficulty (the “DYS” range of difficulties, i.e. dyslexia, dyscalculia, dysgraphia, etc.)

Our centre offers highly qualified specialists.

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