Screener Training - Course Objectives

This course will describe the Irlen Syndrome, also known as Scotopic Sensitivity Syndrome, a neuro-visual disorder which affects approximately 16-18% of the general public and half of those who evidence difficulties in reading, communication, listening difficulties with some or all sources of light (but especially fluorescent light) and light-related problems with depth perception (balance, coordination, driving) and color perception. Evaluation and treatment options will be described for each of the levels of severity as determined by the IRPS, Irlen Reading Perceptual Scale, developed by Helen Irlen. Video examples will be provided to help illustrate the techniques involved and the kinds of differences that can be observed with the use of the correct overlay(s).

At the end of the two day workshop,participants will be able to:

• Define SS/IS and the six areas which are mainly involved with this dysfunction.


• Complete an intake process which will go beyond the presenting problems to the long-term effects of the symptoms.


• Administer the IRPS in a manner appropriate to the client’s age and language skills.


• Determine the applicability of Irlen technology for this individual client and articulate it to those present; provide individual overlay(s).


• Illustrate the use of overlays in various lighting situations and with different kinds of reading materials.


• Prepare a report of findings to members of assessment teams involved with this client.


• Recommend appropriate modifications of the client’s work areas which will permit him or her to function more satisfactorily.


• Describe the effect of their own screening to others in the class and screen a participant prior to a client.


• Provide research and other source material to support the inclusion of Irlen screening in any assessment procedure, especially RtI (Response to Intervention).


• Trace the mind-body connections between perceptual stress (lack of sensory organization) and other manifestations of distress in the body.


• Describe the relationship between sensorimotor learning, academic achievement, and classroom behavior.

This training is designed for educators, psychologists, reading specialists, counselors, learning disabilities specialists and assessment team members, including nurses, occupational therapists or physical therapists.

Qualifications:

• Undergraduate degree and teaching credential or graduate degree in subjects such as education, psychology or a related field.


• Two years direct experience, current or recent, in teaching or in evaluating reading and writing based activities in children or adults. Training in special education, reading or learning disabilities is desirable but not specifically required.