Learning Disabilities, Dyslexia, and Vision

Learning Disabilities, Dyslexia, and Vision

American Academy of Pediatrics, Section on Ophthalmology, Council on Children with Disabilities, American Academy of Ophthalmology, American Association for Pediatric Ophthalmology and Strabismus, American Association of Certified Orthoptists

A Statement Of Reaffirmation For This Policy Was Published At:

This Policy Is A Revision Of The Policy In:

 

Dyslexia and learning disabilities are complex problems that have no simple solutions. The most widely accepted view is that dyslexia is a language-based disorder. The American Academy of Pediatrics, the American Academy of Ophthalmology, the American Association for Pediatric Ophthalmology and Strabismus, and the American Association of Certified Orthoptists strongly support the need for early diagnosis and educational intervention.

 

 

Recommendations for multidisciplinary evaluation and management must be based on evidence of proven effectiveness that is demonstrated by objective scientific methodology. It is important that any therapy for learning disabilities be scientifically established to be valid before it can be recommended for treatment.

Currently, there is no adequate scientific evidence to support the view that subtle eye or visual problems cause learning disabilities. Furthermore, the evidence does not support the concept that vision therapy or tinted lenses or filters are effective, directly or indirectly, in the treatment of learning disabilities. Thus, the claim that vision therapy improves visual efficiency cannot be substantiated. Diagnostic and treatment approaches that lack scientific evidence of efficacy are not endorsed or recommended.

With early recognition and individualized, interdisciplinary management strategies, children with learning disabilities can enjoy successful academic experiences.

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