The Uses and Abuses of Visual Training for Children With Perceptual‐Motor Learning Problems

Abstract

Current approaches dealing with visual training for children with perceptualmotor learning problems are described. The conclusion is drawn that an understanding of multi-causes, multi-symptoms, and multi-remedial methods is needed to diagnose most effectively and remediate a learning disorder. A perceptual-motor problem is seldom found in isolation, but usually in conjunction with other symptoms and causative factors. To treat only one aspect of a problem is to court disaster. A multi-disciplinary approach synthesizing clinical services with scientific verification should provide the most effective help for children with learning problems.