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Determining the relationships between vision and learning involves more than evaluating eye health and visual acuity (clarity of sight) . Problems in identifying and treating people with learning-related vision problems arise when such a limited definition of vision is employed.This position statement addresses these issues, which are important to individuals who have learning -related vision problems, their families, their teachers, the educational system, and society.POLICY STATEMENTPeople at risk for learning- related vision problems should receive a comprehensive optometric evaluation. This evaluation should be conducted as part of a multidisciplinary approach in which all appropriate areas of function are evaluated and managed.⁴The role of the optometrist when evaluating people for learning-related vision problems is to conduct a thorough assessment of eye health and visual functions and communicate the results and recommendations.⁵ The management plan may include treatment, guidance and appropriate referral.62 Learning Related Vision ProblemsThe expected outcome of optometric intervention is an improvement in visual function with the alleviation of associated signs and symptoms. Optometric intervention for people with learning-related vision problems consists of lenses, prisms, and vision therapy. Vision therapy does not directly treat learning disabilities or dyslexia.^6,7 Vision therapy is a treatment to improve visual efficiency and visual processing, thereby allowing the person to be more responsive to educational instruction.^4,8 It does not preclude any other form of treatment and should be part of a multidisciplinary approach to learning disabilities.^6,7PERTINENT ISSUESVision is a fundamental factor in the learning process. The three interrelated areas of visual function are:1. Visual pathway integrity including eye health, visual acuity, and refractive status;2. Visual efficiency including accommodation (focusing), binocular vision (eye teaming), and eye movements;3. Visual information processing including identification and discrimination, spatial awareness, memory, and integration with other senses.To identify learning-related vision problems, each of these interrelated areas must be fully evaluated.Educational, neuropsychological, and medical research has suggested distinct subtypes of learning difficulties.^9,10 Current research indicates that some people with reading difficulties have co-existing visual and language processing deficits.¹¹ For this reason, no single treatment, profession, or discipline can be expected to adequately address all of their needs.Unresolved visual deficits can impair the ability to respond fully to educational instruction.^12,13 Management may require optical correction, vision therapy, or a combination of both.

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