Visual and Auditory Processing Disorders
The National Center for Learning Disabilities 381 Park Avenue South, Suite
1420 New York, NY 10016 (212) 545-7510
This information is representative of the materials available from the
National Center for Learning Disabilities Information and Referral System
Section I: Visual Processing Disorder
Section II: Auditory Processing Disorder (deleted from this version)
Introduction
Visual and auditory processing are the processes of recognizing and
interpreting information taken in through the senses of sight and sound.
The terms, "visual and auditory processing" and "visual and auditory
perception", are often used interchangeably. Although there are many types
of perception, the two most common areas of difficulty involved with a
learning disability are visual and auditory perception. Since so much
information in the classroom and at home is presented visually and/or
verbally, the child with an auditory or visual perceptual disorder can be
at a disadvantage in certain situations. The following information
describes these two types of disorders, their educational implications,
some basic interventions and what to do if there is a suspected problem.
For the sake of consistency, the terms used in this packet are visual
processing disorder and auditory processing disorder. Other terms which
refer to the same set of disorders include visual or auditory perceptual
disorders, visual or auditory processing deficits, central auditory
processing disorders, and other similar combinations of these terms.
Visual Processing Disorder
What is it?
A visual processing, or perceptual, disorder refers to a hindered ability
to make sense of information taken in through the eyes. This is different
from problems involving sight or sharpness of vision. Difficulties with
visual processing affect how visual information is interpreted, or
processed by the brain.
Common areas of difficulty and some educational implications:
Spatial relation
This refers to the position of objects in space. It also refers to the
ability to accurately perceive objects in space with reference to other
objects.
Reading and math are two subjects where accurate perception and
understanding of spatial relationships are very important. Both of these
subjects rely heavily on the use of symbols (letters, numbers, punctuation,
math signs). Examples of how difficulty may interfere with learning are in
being able to perceive words and numbers as separate units, directionality
problems in reading and math, confusion of similarly shaped letters, such
as b/d/p/q. The importance of being able to perceive objects in relation to
other objects is often seen in math problems. To be successful, the person
must be able to associate that certain digits go together to make a single
number (ie, 14), that others are single digit numbers, that the operational
signs (+,,x,=) are distinct from the numbers, but demonstrate a
relationship between them. The only cues to such math problems are the
spacing and order between the symbols. These activities presuppose an
ability and understanding of spatial relationships.
Visual discrimination
This is the ability to differentiate objects based on their individual
characteristics. Visual discrimination is vital in the recognition of
common objects and symbols. Attributes which children use to identify
different objects include: color, form, shape, pattem, size, and position.
Visual discrimination also refers to the ability to recognize an object as
distinct from its surrounding environment.
In terms of reading and mathematics, visual discrimination difficulties can
interfere with the ability to accurately identify symbols, gain information
from pictures, charts, or graphs, or be able to use visually presented
material in a productive way. One example is being able to distinguish
between an /nl and an Imp, where the only distinguishing feature is the
number of humps in the letter. The ability to recognize distinct shapes
from their background, such as objects in a picture, or letters on a
chalkboard, is largely a function of visual discrimination.
Visual closure
Visual closure is often considered to be a function of visual
discrimination. This is the ability to identify or recognize a symbol or
object when the entire object is not visible.
Difficulties in visual closure can be seen in such school activities as
when the young child is asked to identify, or complete a drawing of, a
human face. This difficulty can be so extreme that even a single missing
facial feature (a nose, eye, mouth) could render the face unrecognizable by
the child.
Object recognition (Visual Agnosia)
Many children are unable to visually recognize objects which are familiar
to them, or even objects which they can recognize through their other
senses, such as touch or smell. One school of thought about this difficulty
is that it is based upon an inability to integrate or synthesize visual
stimuli into a recognizable whole. Another school of thought attributes
this difficulty to a visual memory problem, whereby the person can not
retrieve the mental representation of the object being viewed or make the
connection between the mental representation and the object itself.
Educationally, this can interfere with the child's ability to consistently
recognize letters, numbers, symbols, words, or pictures. This can obviously
frustrate the learning process as what is learned on one day may not be
there, or not be available to the child, the next. In cases of partial
agnosia, what is learned on day one, "forgotten" on day two, may be
remembered again without difficulty, on day three.
Whole/part relationships
Some children have a difficulty perceiving or integrating the relationship
between an object or symbol in its entirety and the component parts which
make it up. Some children may only perceive the pieces, while others are
only able to see the whole. The common analogy is not being able to see the
forest for the trees and conversely, being able to recognize a forest but
not the individual trees which make it up.
In school, children are required to continuously transition from the whole
to the parts and back again. A "whole perceiver", for example, might be
very adept at recognizing complicated words, but would have difficulty
naming the letters within it. On the other hand, "part perceivers" might be
able to name the letters, or some of the letters within a word, but have
great difficulty integrating them to make up a whole, intact word. In
creating artwork or looking at pictures, the "part perceivers" often pay
great attention to details, but lack the ability to see the relationship
between the details. "Whole perceivers", on the other hand, might only be
able to describe a piece of artwork in very general terms, or lack the
ability to assimilate the pieces to make any sense of it at all. As with
all abilities and disabilities, there is a wide range in the functioning of
different children.
Interaction with other areas of development
A common area of difficulty is visualmotor integration. This is the ability
to use visual cues (sight) to guide the child's movements. This refers to
both gross motor and fine motor tasks. Often children with difficulty in
this area have a tough time orienting themselves in space, especially in
relation to other people and objects. These are the children who are often
called "clumsy" because they bump into things, place things on the edges of
tables or counters where they fall off, "miss" their seats when they sit
down, etc. This can interfere with virtually all areas of the child's life:
social, academic, athletic, pragmatic. Difficulty with fine motor
integration effects a child's writing, organization on paper, and ability
to transition between a worksheet or keyboard and other necessary
information which is in a book, on a number line, graph, chart, or computer
screen.
Interventions
First, a few words about interventions in general. Interventions need to be
aimed at the specific needs of the child. No two children share the same
set of strengths or areas of weaknesses. An effective intervention is one
that utilizes a child's strengths in order to build on the specific areas
in need of development. As such, interventions need to be viewed as a
dynamic and everchanging process. Although this may sound overwhelming
initially, it is important to remember that the process of finding
successful interventions becomes easier with time and as the child's
learning approach, style, and abilities become more easily seen. The
following examples provide some ideas regarding a specific disability. It
is only a beginning which is meant to encourage further thinking and
development of specific interventions and intervention strategies.
The following represent a number of common interventions and accommodations
used with children in their regular classroom:
For readings
Enlarged print for books, papers, worksheets or other materials which the
child is expected to use can often make tasks much more manageable. Some
books and other materials are commercially available; other materials will
need to be enlarged using a photocopier or computer, when possible.
There are a number of ways to help a child keep focussed and not become
overwhelmed when using painted information. For many children, a "window"
made from cutting a rectangle in an index card helps keep the relevant
numbers, words, sentences, etc. in clear focus while blocking out much of
the peripheral material which can become distracting. As the child's
tracking improves, the prompt can be reduced. For example, after a period
of time, one might replace the "window" with a ruler or other straightedge,
thus increasing the task demands while still providing additional
structure. This can then be reduced to, perhaps, having the child point to
the word s/he is reading with only a finger.
For writing
Adding more structure to the paper a child is using can often help him/her
use the paper more effectively. This can be done in a number of ways. For
example, lines can be made darker and more distinct. Paper with raised
lines to provide kinesthetic feedback is available. Worksheets can be
simplified in their structure and the amount of material which is contained
per worksheet can be controlled. Using paper which is divided into large
and distinct sections can often help with math problems.
Teaching Style
Being aware and monitoring progress of the child's skills and abilities
will help dictate what accommodations in classroom structure andtor
materials are appropriate and feasible. In addition, the teacher can help
by ensuring the child is never relying solely on an area of weakness,
unless that is the specific purpose of the activity. For example, if the
teacher is referring to writing on a chalkboard or chart paper, s/he can
read aloud what is being read or written, providing an additional means for
obtaining the information.
What to do if you suspect a problem?
The following suggestions are presented in a sequence which should help
ensure that your concerns do not go ignored. Of equal importance, this
sequence should help avoid setting off any premature alarms, which may not
be in the child's best interests.
Write down the reasons you suspect a problem might be present or
developing, carefully documenting examples in which the concerning behavior
is taking place.
This will help in two ways. First, it will help confirm or alleviate your
concerns. If there is cause for concern, it will help you get a more
focussed idea of where the difficulty lies. This list will also be helpful
if further action or meetings with other professionals are necessary.
Contact the school.
Speak to the child's teacher and other professionals who interact with
your child to see if they see similar behaviors or have similar concerns.
If the child is already working with specialists or receiving special
education services, a consultation with these people can be helpful in
identifying the problem and working out solutions.
If concerns remain, an evaluation by a specialist familiar with these
issues could help isolate the problem.
Evaluations can be done through the public schools or through private
practitioners. Please refer to NCLD's legal rights packet for a full
explanation of your rights, the process, and the school's responsibilities
to you. In addition, the evaluation should help identify strengths and
weaknesses in general and the therapist should be able to recommend
accommodations and strategies to best facilitate your child's learning.
If it is felt that special services or accommodations are warranted,
arrange a meeting with the school professionals involved in your child's
education to make plans for meeting the specific needs of your child.
In some cases, children meet the requirements to be legally entitled to
special services. In other cases, children do not meet the criteria for
legal entitlement. In either case, it is the school which will have to
arrange and implement these decisions. Legally bound or not, some people
and school systems are more responsive to people's needs than others. For
this reason, it is important to try to establish and maintain a useful
rapport with the people to whom you entrust your child's education. Often
there are local resources available to help meet and support the variety of
needs which accompany any person and his/her family when a disability is
discovered. These organizations often prove tremendously valuable in
providing additional resources and strategies which can make the difference
between your child receiving the help s/he needs or not.
References
Bloom, Jill. (1990). Help Me to Help My Children: A Sourcebook for Parents
of Learning Disabled Children. Waltham, MA: Little, Brown, and Company.
Parent Journal. (spring 1995). "Central Auditory Processing Disorder". San
Mateo, CA: Parents' Educational Resource Center.
Hayden, A.H., Smith, R.K., von Hippel, C.S., & Baer, S.A. (1986).
Mainstreaming Preschoolers: Children with Learning Disabilities. US
Department of Health and Human Services.
Lerner, Janet. (1989) Learning Disabilities: Theories. Diagnosis. and
Teaching Strategies. 6th edition. Boston, MA: Houghton Mifflin.
Levine, M. (1990). Keeping Ahead in School. Cambridge, MA: Educators
Publishing Services, Inc
Understanding Learning Disabilities: A Parent Guide and Workbook. (1991).
National Center for Learning Disabilities and The Learning Disabilities
Council. Richmond, VA.
My Child Does Not Have an Attention Deficit Disorder!
A Look at Visual Perception Deficit
by Becci Davis
In the last five years alone, there has been a 900% increase in the
diagnosis of attention deficit hyperactivity disorder (ADHD). These
diagnoses affect more than 2.5 million children, according to a recent
article The Denver Post. Medication and counseling have helped many
children, but others haven't seen good results. Despite medication, they
still struggle with schoolwork and attention to tasks. Teachers report
little improvement. Should a parent continue medication simply because the
school has recommended it? With diagnosis near epidemic proportions, is it
possible some of these children have been mis-diagnosed?
Yes. It may be these children are not suffering from ADHD but rather from
a disorder that has the same symptoms. Visual perception deficit is a
visual learning disorder affecting how the eyes process information.
Treating it with medications used for ADHD can simply mask the problem
rather than treat the cause. The good news? There is treatment for this
visual learning disorder, and it does not require medication.
For nearly three years our child has lived a nightmare. We were first
alerted to her possible ADHD condition when she started kindergarten. This
was very surprising, because her preschool and daycare had all reported
normal, happy behavior. In fact, she had many friends, tended to be a class
leader and work came easily for her.
In talking with her kindergarten teacher, we heard a very different story.
We were not asked if we had considered medication, but what medications we
had tried? My husband and I were speechless. Thus began our journey into
the world of ADHD.
What we know now but didn�t know then, is that the schools receive funds
for children treated with medication for ADHD. This is because ADHD is
classified as a learning disorder within the autism category. Were they
trying for more funding? Maybe. But the fact remained our child was
struggling with schoolwork.
According to the DSM-IV (Diagnostic and Statistical Manual of Mental
Disorders by the American Psychiatric Association), a child must meet six
of nine symptoms for ADD and another six of nine for ADHD. Symptoms range
from "making careless mistakes" to "constantly on the go". Yet, a "normal"
child can meet six of nine symptoms at anytime during a given day. The
difference with a child who has a visual perception disorder is that they
tend to be able to play quietly or by themselves for long periods of time.
They can usually play computer or video games for an hour or more. They can
usually sit through an entire movie or family dinners with little or no
fidgeting. Well, for the short time that kids do take to woof down their
food.
So, what is a visual perception deficit?
Basically, it�s how the eyes process information. It is not visual acuity.
Most children with a visual processing disorder have 20/20 vision. How
sharply or how far they can see is not the problem. It�s a problem with the
eyes staying focused on the same thing at the same time and the length of
time their eyes can stay focused. For children with this disorder, they
literally cannot read, because once they look at something, both eyes do
not stay focused on the same spot. It can look as fuzzy as when we cross
our eyes and try to read something.
Unfortunately, this disorder is just beginning to receive the discussion
and recognition it deserves. This is despite numerous studies on visual
processing conducted by Harvard University, the Optometric Center of New
York, and the American Optometric Association�s Sport Vision Section.
However, Dr. Dorothy Parrott, a behavioral optometrist in Denver, Colorado,
says visual perception deficits may affect up to 50% or more of children
who are diagnosed with ADHD. The bad news is that these children are being
treated with medication for a learning disorder they do not have. Instead
of medication, they need visual training to develop neural pathways for the
brain to process the information received from the eyes.
It is difficult for schools to diagnose a visual learning disability
because they are not aware of the disorder and test only for visual acuity.
However, The Denver Post reports this is beginning to change. Nationally,
about 600 schools are using what is called a "Visagraph II" for children
who are reading below grade level. It�s a machine fitted with "goggles"
that measures and charts a child�s tracking - the eye�s ability to move
together and focus at the same time.
The good news? Many students with eye "dysfunctions" can be treated with
simple, inexpensive exercises designed to train their eyes to work
together. Harrington Elementary School in Denver reports another benefit -
students regularly sent to the principal�s office for disruptive behavior
have been reduced by almost 90% Best of all, with this therapy, children
who were once below grade level for reading are now reading two, even three
grade levels higher. They are focusing longer on schoolwork, and
impulsiveness and distractibility have been greatly reduced. Children who
receive treatment are feeling they can be successful where failure was the
routine. They are feeling good about themselves and about school.
What are the symptoms of a visual perception deficit?
When the brain cannot properly process the information fed to it by the
eyes, the body physically tries to compensate. Symptoms include those for
ADHD: unable to sit still, poor handwriting, difficulty and slowness in
reading, failure to finish work, etc. As peer pressure to conform
increases, behavior can turn defensive and disruptive.
But, there are other symptoms also. Does the child slouch in his or her
seat when reading? Does she lean her head into her palm, covering one eye?
Within a few minutes of sitting, does she start to tap her toe, fingers, or
pencil repetitively? If questioned, does she even realize she is tapping?
Does he want to read by following with his finger or read better when
following with a finger? Does he move his book forward and backward as if
adjusting it to his eyes? Try to observe your child doing homework at a
time when he or she doesn�t realize you are watching. Children will try
hard to do what they think you want and probably will not show these
symptoms as readily if they know you are watching them.
What causes a visual perception deficit?
According to Dr. Richard S. Kavner, author of Your Child�s Vision,
"Seeing, more than any other sense, guides and shapes your child�s behavior
and experience of life." Children�s activities have become very passive,
especially within the last decade with the increased use in television,
video games and computers. Eyes become fixed on a small screen. There is
very little movement of the body or exercise of the eye. When this happens,
children do not develop full body activities such as eye/hand coordination.
Sitting in front a screen does very little, if almost nothing, to develop
balance, eye movement, or healthy bodies because the body remains
stationary. The first to suffer? Usually the eyes but, with changes or lack
of development so subtle, the problems are not recognized until years
later.
Dr. Kavner also believes that the "silent epidemic of myopia" (near
sightedness) can be contributed to the inability of the eye to focus. This
is caused by working on things up close for long periods of time. Less than
1% of children are born with myopia. However, by college, the number
escalates to 60% to 80%. If myopia is developing so rapidly, other problems
are also developing with the eyes.
With our child, we elected to try medications for ADHD. After all, the
school had recommended this path. We trusted the school personnel because
they have degrees in early childhood education and see our child in a more
structured setting at school than we do at home. They very carefully listed
every single behavior that led them to believe our child suffered from
ADHD. We had every reason to believe what they said was true.
We consulted our family physician and Ritalin was prescribed. What
resulted from our trying to help our daughter created nothing but horror.
She suffered severe reactions to the medication. It radically changed her
moods, behavior, even self-perception. One moment she would be almost giddy
with laughter then in the very next, she would be weeping, heavily. We
decided to take her out for dinner and she literally could not sit still or
stop chattering. We had never seen this behavior in her before. Four hours
later when the medication "wore off", she literally collapsed from
exhaustion and we were on our way back to the doctor�s office.
We tried three more medications, all with either no effect or adverse side
effects. Nothing changed with her school performance. Tired of hearing
almost daily from the school, we changed schools. The situation only
worsened. By now, her inability to perform was being noticed by her peers.
They began pressuring her, along with her teacher to conform.
Slowly, our child�s self-esteem began to suffer. She felt she was stupid,
despite educational testing that showed she was one to two grade levels
ahead of her age group. Her behaviors became more disruptive and she became
defensive since everyone in her class, including the teacher in front of
the class, was constantly berating her. More and more incomplete homework
began coming home. The teacher and principal began calling constantly with
concerns about her homework and behavior. We all came to the agreement that
we were "losing her" and that she was no longer learning. She was now in a
state of crisis.
After four different medications for ADHD and evaluations by our family
physician, a psychologist, a psychiatrist, and an optometrist for
everything from bi-polar disorder to dyslexia, we were in agreement. Our
child did not suffer from ADHD or any of the other well-known disorders
associated with these particular symptoms. So, what was the problem? We
still didn�t know, but we did know we did not agree with the school�s
assessments.
Trying to keep communications open with the school, we informed them of
our decision that we would no longer medicate our child. We, and four other
professionals, also disagreed with the diagnosis of ADHD. The school
vehemently disagreed with us. They in turn announced they wanted to put our
child under an IEP (special education program). Their new assessment and
plan for her permanent school record? To label her emotionally impaired!
In panic, we contacted a parent advocacy group, PEAK, based in Colorado
Springs. Through them, we found a psycho-educational evaluator associated
with Children�s Hospital in Denver and had her perform an evaluation. We
learned more from that three-hour evaluation than everything combined over
the last two years. The pieces finally began coming together.
Our child suffered from a learning related vision problem - a visual
perception deficit.
The evaluator referred us to a behavioral optometrist, nationally
recognized in the field for her work in vision related learning
difficulties. After a full assessment, we learned that our child had a
significant visual impairment despite having 20/20 vision. Our child had
difficulty seeing the spaces between words--pages looked like one giant
word. When using one eye at a time, she could not connect lines from side
to middle because she simply could not see what was in the middle. We
learned that our child was printing in capital letters because it was
easier for her to see straight lines and corners. Curved letters, such as
lower case letters, became a blur. When tested on silent reading, she
retained virtually no information because the messages never made it
through the processing in her eyes to her brain. When she read aloud and
followed with her finger, she did well because she was processing the
information through auditory, not visual, senses.
Within a month of beginning therapy, she came into my home office with her
favorite book, crawled into my lap and read to me, without fidgeting, for
nearly thirty minutes. She read every word and was able to explain the
story in its entirety. I nearly cried. It wasn�t until that moment that I
realized how truly significant her condition had been and how much she had
suffered, struggling to perform what she could not do.
We also have had to work on her self-image, but she is realizing slowly
that she is not "bad". Her relationships with peers have greatly improved
and the battles of getting ready for school in the morning have lessened
considerably. She is slowly coming to believe she is not stupid. Her need
for confrontation has begun fading dramatically as she no longer feels that
everyone is picking on her because she can�t do her work.
What should you do if you suspect your child does not ADHD or may have a
visual learning problem?
The first step is to consult your family physician. Then have a visual
performance assessment conducted by a qualified optometrist. Keep in mind
that not all optometrists treat vision related learning problems. There are
two schools of thought in optometry. Even though there are studies to
support visual perception deficit, not all optometry schools teach that
philosophy. Be prepared if your regular eye doctor strongly disagrees with
this therapy and even tries to discourage you. These optometrists were
schooled with the philosophy that the only important thing about vision is
acuity. Don�t be discouraged. Remember, there are over 600 schools around
the nation proving that children�s vision can help their reading and
behaviors.
Once you have chosen an optometrist to perform an evaluation, Dr. Kavner
recommends asking several questions. What kind of tests will he or she
administer? What will the doctor do if he finds something wrong with your
child�s vision? Is the doctor willing to correspond with other
professionals in treating your child? If therapy is recommended, how long
will the treatment last? What are the goals of therapy and how will results
be measured?
Be prepared for great resistance from your child�s school. This condition
is not widely known or discussed within the already burdened educational
system. Some schools have begun making strides in treating visual learning
difficulties, but even more have never heard of this condition. The school
may be very resistant to integrating solutions. Part of the difficulty
comes from lack of funding for an education system heavily overburdened.
Don�t give up, though. Get to know your child�s teacher and school staff.
Then, educate the teachers. Information is the key to helping your child.
If you still meet with resistance, ask someone to help - a friend, the
optometrist performing the visual training, or a parent advocate. Don�t be
confrontational but do stand firm on getting help for your child. Law
guarantees every child in our nation,, the right to an education that best
meets the need of the child. Don�t be surprised if the school doesn�t
accept your child�s condition as "real" or tries to assign it as an
"emotional disorder". Do not accept that. It is a very real, very difficult
impairment to your child�s learning. It is a physical learning disability
but it is treatable.
If the battle seems impossible, consider a different school. The
atmosphere of a school can change from neighborhood to neighborhood.
Consider a Montessori school, an open or alternative school or perhaps even
some home schooling. In Colorado, a parent is allowed to "dual-enroll"
their child. Under this plan, usually by the principal�s permission, the
child is allowed to attend part of a school day for such things as field
trips, music, art, P.E., but then the core courses such as English, math,
etc., are taught at home. This way the child benefits from the social
environment of their peers but you can better address the child�s style of
learning. Plus, it gives you the added benefit of reassuring the child�s
self-image of learning. Check with your state Board of Education for
further information.
Keep in mind, your child is trying to deal with this the best that he or
she can. Many of the behaviors your child exhibits are compensation skills
learned over a number of years. Their body and mind have learned to
distract from their learning difficulty by acting and reacting in
situations. It�s going to take a little to "relearn" new behaviors.
Encourage your child�s good behaviors every chance you get. It may be the
only positive feedback they are receiving. Even on the really bad days,
never, never give up on your child or think it�s impossible. There will be
good days and bad for both you and your child.
Not every child who shows symptoms of ADHD may be suffering from a visual
perception deficit. But, if the other things you have tried don�t seem to
be working, maybe it�s time to consider a visual assessment. If your child
does have a visual learning disorder, there is help and it does not require
years of medication. There is hope, don�t give up.
RESOURCES:
CHADD - Children and Adults with Attention Deficit/Hyperactivity Disorder
8181 Professional Place, Ste 201
Landover MD 20785
(800) 233-4050
Optometric Extension Program Foundation, Inc.
1921 E. Carnegie Ave., Ste 3-L
Santa Ana, CA 92705-5510
(710) 250-8070
(Provides national referrals to behavioral optometrists in your area)
Dr. Dorothy M. Parrott, O.D., F.C.O.V.D.
Dr. Marisa A. Atria, O.D., F.C.O.V.D.
300 Union Blvd., Ste 210
Lakewood CO 80228
(303) 986-9554
(Behavioral Optometrists/Vision Therapy Clinic)
Dr. Eva Strube, O.D.
1208 Washington
Golden CO 80401
(303) 279-3713
(Vision Therapy)
PEAK Parent Center, Inc.
6055 Lehman Drive, #101
Colorado Springs CO 80918
(719) 531-9400
(Parent Advocate Group, helps answer questions to laws regarding
educational rights, including advocates who will go with you to meetings at
the school.)
U.S. Department of Education
Office of the Secretary
Office for Civil Rights
Washington DC 20201
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Drugs, Programs, and Theories of the Psychiatric Establishment
Are Threatening America�s Children with a Medical "Cure" for
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Cohen, A.H., O.D., Corresponding Author, The Efficacy of
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CA: Optometric Extension Program Foundation, Inc., 1995.
Freed, J., M.A.T., and Parsons, L., Right-Brained Children in
a Left-Brained World: Unlocking the Potential of Your ADD
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to Seeing, Growing, and Developing, New York: Simon and
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Santa Ana, CA: Optometric Extension Program Foundation, Inc.,
1998.
When a Bright Child Has Trouble Reading: Learning Problems.
Pamphlet #A128. Santa Ana, CA: Optometric Extension Program
Foundation, Inc., 1995.
Becci Davis is a full-time writer living in Denver, Colorado. After
retiring from her career in public safety where she served as a deputy
sheriff, EMT, and emergency communications officer, she graduated from CCU
with a Bachelor of Science degree in organizational management and computer
applications. Becci is currently working on her fourth historical novel.
She can be reached via her web site: http://members.aol.com/BecciDavis or
email: [EMAIL PROTECTED]
--
Andr� Cramblit: [EMAIL PROTECTED]
Operations Director Northern California Indian Development Council
NCIDC (http://www.ncidc.org) is a non-profit that meets the development
needs of American Indians and operates an art gallery featuring the art of
California tribes (http://www.americanindianonline.com)
Visit and show your support for the Grass Roots Oyate
http://members.tripod.com/GrassRootsOyate
Clemency for Leonard Peltier. Sign the Petition.
http://petitiononline.com/Release/petition.html
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