Visual ergonomics In the classroom Ian Jordan 2004

Visual ergonomics In the classroom Ian. Jordan 2004©

Is the classroom an unpleasant place to be? Ian. Jordan 2004©

Everything in a modern classroom can provoke visual and visually evoked sensory integration problems Lighting n Task n Environment n Ian. Jordan 2004©

Lighting Colour space n Flicker – frequency and modulation n Reflection n Remittance n Ian. Jordan 2004©

Task Pattern glare n Font – size and type n Fine / gross motor control n Convergence and tracking n Attentional field n Jump convergence n Processing speed n Sensory integration blocks n Ian. Jordan 2004©

Environment Open plan n Noisy n Visual noise n Patterns n Ian. Jordan 2004©

The effects of poor ergonomics in the classroom Ian. Jordan 2004©

Visual effects of inappropriate stimulus n n n n Convergence insufficiency Visual field reduction Attentional field reduction Tracking and eye movement problems Fusion reduction Acuity drop Blepharospasm n n n n Reversal and inversions Displacement Field break up Mapping and sequencing problems Fixation difficulties Pattern glare Processing speed Ian. Jordan 2004©

Auditory and vestibular effects of inappropriate visual stimulus Balance problems n Postural changes n Figure ground n Hyperacuisis n Tinnitus? n Processing speed n Phonic processing n Proprioceptive difficulties n Ian. Jordan 2004©

Cortical processes Memory n Synesthesia n Output control n Spatial awareness n Language n Mathematics n Pattern and facial recognition n Dystonia and dyskinesia n Ian. Jordan 2004©

In clinical trials 80% of those with reading problems have visual perceptual problems in school lighting conditions!!! Ian. Jordan 2004©

Visual perceptual problems are provokable! Ian. Jordan 2004©

The evidence Ian. Jordan 2004©

The comprehensive Orthoscopic assessment was used in the Cambridge trials History and symptoms Optoprax Eye examination balance Read eye psychometrics Ian. Jordan 2004© EEG

Assessment Ian. Jordan 2004©

Decision Matrix Ian. Jordan 2004©

Ian. Jordan 2004©

Improvement of mid-range dyslexic group – before and after treatment using the Orthoscopic system Cumulative distance Individual tests before/after Ian. Jordan 2004©

Correlations with Phonics n Memory n Sequencing n Coding n Language n Ian. Jordan 2004©

The Posturography summary sheet Ian. Jordan 2004©

Balance Results Ian. Jordan 2004©

Control Group: 9 -11 Hz Brain Waves Ian. Jordan 2004©

Control Group: 9 -11 Hz Brain Waves Ian. Jordan 2004©

Dyslexic Group Reading: 9 -11 Hz Brain Waves Ian. Jordan 2004©

Those that cannot be helped by initial design modification can be helped using Orthoscopic techniques The costs of not addressing the problem are massive in comparison to taking appropriate action (and may be devastating in the future) Ian. Jordan 2004©

Acknowlegements n n n Dr Beverly Steffert Birkbeck College (psychologist / brain behaviour relationships/neurofeedback and EEGs) Prof Yuri Kropotov Petrov Institute Russian Academy of Science (neurologist) Prof Koen Raz Jerusalem University (physiologist/motor skills ) Prof S Evans London University (statistics) Dr Tamara Lawenson New York State University / University of Sydney (brain mapping) Dr Graham Street – (medical physics) John Anderson MPhil – (optics and software design) Beatrice Jordan BSc MBCO (optometric analysis and pathology) Julie Brittain BA (Psychometrics) Elizabeth Fraser BEd (educational perspectives) A Steffert MA (EEG analysis) Ian. Jordan 2004©

Hoya lens UK Norville Ltd Diverse Technologies Ltd CTP COIL Department of Trade and Industry (UK) Ian. Jordan 2004©