Visual training is directed towards the development of more

                                 adequate and necessary visual abilities that will permit the  

                              student to reach his full potential.

 

                                 Visual training procedures are not directed towards nor determined by inadequacies as observed or measured in such optometric investigations as the analytical examination.  The techniques utilized are not determined by “what is wrong” but by what is necessary to aid in the development of a more effective cognitive visual system.

Many techniques used today may look identical on initial viewing to that used before but in reality, are quite different due to the fact that we bring something different to the technique.

Each exercise provides the student with a problem to solve.  Visual training is a program of arranged conditions of learning. Thus, in visual training every procedure must present a problem we want the student to discover as effectively as possible that the proper solution is going through the front door rather than going through the back door, which take more time, more stress and more effort.  The purpose of visual training is to gain more and more information in less time with least effort.

The child must properly guide and aided to find the most

efficient solution to the problem presented.  Montessori

called this spontaneous discovery. Visual training is not

 a mechanical or methodical procedure - the student

must do something, he must participate.

 

The therapy room is not a room full of optometry equipment but a beehive of activity, constantly buzzing and the discovery of new levels of thinking and possibilities in the self.

Aims

To ensure that the learner has full integration of all other sensory systems with the visual systems.

To bring the visual skills of the learner up to a level that matches their non-visual skills (non-verbal).

 

Why choose CVT—Rationale for selecting CVT

• It is a viable, affordable programme for vision therapy at the highest level.

• Primary reflex programmes leave a subject at the developmental stage of a 31/2 year old, there is still a lot of work to do beyond that to integrate all sensory systems so that subjects can operate at the highest levels of thinking.

• Consequently, subjects are prepared for life, there are no latent problems left unresolved at the end of the therapy (assuming the subject has followed the programme conscientiously).

Cognitive Visual therapy and  Creative Thinking ltd

 

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Treatment for: dyslexia, ADHD, ADD, dyspraxia, problems with reading, writing, sequencing, comprehension, creative writing and more!!!