Many children are given the impossible task of processing visual information that they cannot adequately bring into focus. They are expected to comprehend reading material when they cannot move their eyes together accurately and efficiently.

"Our family began vision therapy in April, 1994. It was recommended to us by our son's speech therapist and audiologist, along with other therapies. At that time our son was receiving many other therapies to help him deal with autism, including allergy medications, music therapy, auditory training (three times), speech therapy, sensory integration therapy, craniosacral therapy, and the medications Naltrexone, Trilafon, vitamin C, and a multivitamin. All of these therapies helped him in their own way, and doing them all frequently helped even more. We were leery of adding a new therapy that we did not understand, but followed the advice of a valued and trusted therapist. Our first visit was an eye-opener. We did nor believe that our 12 year old son would tolerate wearing the glasses because he is very touch sensitive. As soon as his eye exam was over and the doctor told Jimmy to pick himself out a pair of glasses, he did it! He tried glasses on and even looked in the mirror to see how he looked in them!"

Vision Management Therapy is an individualized program that measures, observes, and is designed to develop, improve, remediate, and enhance visual performance.

Physical effects of Scotopic sensitivity include photophobia, eyestrain, headaches, photosensitive epilepsy, stress and fatigue. Reading difficulties result from visual distortions of the printed page caused by high contrast.

The use of colored filters can take away environmental overload which is contributing to some individuals' inability to attend, concentrate, and perform consistently.

People with Scotopic Sensitivity/Irlen Syndrome experience 'perceptual stress' which can lead to a variety of perceptual distortions when reading and/or viewing their environment.

Vision therapy may correct or improve visual functioning conditions which will otherwise continue to interfere with appropriate development and learning.

Children and adults with SSS perceive the printed page or their surroundings in a distorted fashion. They must continually make adaptations or compensation, and may be unaware of the extra energy and effort they are putting into perceiving.