Who can benefit?
Students
Struggling with reading, writing, or focus in school due to undiagnosed vision issues.
- poor reading comprehension
- double vision
- blurry vision
- skipping lines
Vision problems can be misdiagnosed as ADHD or dyslexia. If neuro-visual deficiencies are causing these issues, we’ll be happy to develop a personalized vision therapy program to address them.
Head Trauma, Concussions
Managing symptoms of digital eye strain, or recovering from concussions or other neurological conditions.
To help manage concussion-related vision problems, we’ll develop a personalized program using:
- Therapeutic filters, lenses, and prisms
- Computerized exercises and games
- Personalized activities based on your visual needs
Programs may last for a few months to a few years, depending on your needs. We’ll continuously keep you informed on your progress and make regular assessments to see if you need to continue your vision therapy program.
Athletes
Improving reaction time, depth perception, and overall visual performance for competitive advantage.
Special Needs
Helping children focus on tasks or improve their attention as early as possible is most effective. Vision Therapy can be beneficial for children with special needs including autism spectrum disorder (ASD), Down Syndrome, ADHD or Cerebral Palsy.
Success Stories
H.R.
This young lady faced the challenge of double vision, resulting in difficulties such as losing her place while reading and skipping words. To address these issues, a personalized therapy program was developed to meet her specific goals. In just five months of consistent weekly vision therapy sessions, she experienced a remarkable resolution of her complaints and significant improvement in her visual skills. Congratulations to her and her family for their support throughout this transformative journey!
L.B.
This young adult encountered challenges with reading comprehension, which led her to avoid reading, especially during her first year of university. Recognizing the importance of addressing these issues early on, we conducted a thorough assessment and developed an intensive therapy program tailored to her goals. Over the course of just five months of consistent weekly vision therapy sessions, she experienced noticeable improvements in her scholastic abilities. With the tools acquired through therapy, she now feels equipped to successfully complete her studies.
J.J.
This high school senior faced challenges with double vision, particularly after engaging in school work. To address this, a tailored therapy program was developed to alleviate her visually debilitating symptoms and equip her with tools for her future visual needs. Remarkably, after just four months of consistent weekly vision therapy sessions, she not only experienced symptomatic improvement but also achieved outstanding results in her final assessment. Congratulations to her for her remarkable progress, and kudos to the support provided by her family throughout this journey!
J.Y.
This young adult noted that he may repeat words or miss words while reading. He also struggled with confusing similar words and faced concerns regarding his handwriting. He found that homework took longer for him to complete compared to his peers. Additionally, he experienced short-lived attention spans while reading. Furthermore, he expressed concerns about double vision or blurred vision, even while using his prescription glasses. Based on his concerns, we recommended completing 16 weeks of vision therapy, which included activities tailored to his specific needs. Although his final assessment showed some areas for improvement, he decided to continue with only at-home activities. At his subsequent assessment, he reported no symptoms, and there was noticeable improvement in his clinical assessment results. Congratulations to J.Y. Your dedication has brought you this far, and we anticipate further progress as you continue to utilize the skills you have learned.
S.S.
This young man presented to the office with concerns about double vision and eye fatigue, even while wearing eyeglasses. He avoided near work and frequently confused similar words and letters. His school also noted his poor handwriting, and he mentioned difficulties with eye-hand coordination. After 11 months of vision therapy, he no longer has these issues and has not reported any new complaints. His family supported him from the very beginning, and we are all proud of his achievement.
R.R.
A young teenager, who had worn glasses full-time, noticed her distance vision was worsening. She often saw double, felt her eyes were tired, and found herself squinting frequently. She was sensitive to light and, while reading, would sometimes cover one eye or turn her head to allow only one eye to focus on the text. When reading aloud, she often skipped, substituted, or repeated words. She also struggled in sports, feeling off-target with poor hand-eye coordination. With the support of her family, she completed six months of intensive vision therapy. Although she continues to wear glasses full-time, she no longer experiences discomfort with her binocular vision. We wish her all the best as she finishes her final years of high school.