Ty Julie for the information.

I will take it into college tommorow. It will prove useful.
Fortunately the teachers are keen to help me in anyway they can.


--- In glimmercoloredfilterglasses@yahoogroups.com, "Julie M. Evans"
<julie@...> wrote:
>
> To: university student getting lenses.
> I recently posted this info on accommodations that would also be
helpful to
> you. Julie (screener and lenses wearer)
>
> You will want to make sure the accommodations that help your
daughter are
> agreed upon by school officials in an IEP, 504 plan or otherwise. A
> dark-brimmed hat or tennis visor all or part of the school day can
be one of
> the accommodations. Here is a fact sheet we hand out (adapted from
Irlen
> Institute materials). I'm not surprised you had symptoms when your
child was
> tested. That's how I found out I had Irlen. I nearly threw up! Even
then I
> was in denial for months. Now my son and I both wear Irlen lenses.
He would
> have headaches otherwise. I had "tightness" on the top of my head
and had
> fatigue from reading and depth perception problems. (Neither of us
really
> had "reading problems.") If you want this fact sheet as a handout,
let me
> know and I'll send it to you personally as an attachment. julie@...
> Julie Evans, screener
>
>
>
> School accommodations for students with Irlen Syndrome (light
sensitivity;
> related reading problems)
>
> Students with Irlen Syndrome are sensitive to aspects of light such
as
> brightness and glare on a white page of text or figures. These
students may
> experience reading problems because of blurred or distorted
or "moving"
> print, a reduced span of letters seen clearly at one time, and/or
difficulty
> remaining focused on the white page. Or students may experience
headaches,
> eyestrain, extreme fatigue or other symptoms. Below are reasonable
> accommodations that help many students with Irlen Syndrome. Fewer
or
> additional accommodations might be necessary depending on
individual needs.
>
> Modified Lighting. Indirect natural light or incandescent light is
usually
> best. Reduce fluorescent lighting by turning off some lights,
putting in
> some burned-out tubes or leaving the lights off. While natural
indirect
> lighting is helpful, students with Irlen Syndrome should not have
to face
> the window in classrooms or face the sun on the playground.
>
> Colored Overlays. A certified Irlen screener or diagnostician can
help each
> child find one or more colored overlays that relieves symptoms.
> Encourage/remind students to use their colored overlay(s) in all
subject
> areas, including math. Ensure that reading is tested using the
child's
> overlay color(s); overlays are allowed on Minn. state tests and
college
> entrance tests. (The wrong color overlay can also cause strain and
other
> symptoms.)
>
> Colored paper for reading. Worksheets/Tests/Math sheets/Information
sheets
> should be printed on colored paper, if possible a color similar to
the
> child's overlay color. (Try blue, purple, other colors if the
student can't
> be tested.) Recycled paper has less glare than regular white. Ink
color can
> also make a difference.
>
> Colored paper for writing. Allow as much work as possible to be
done on
> colored paper. a color similar to the overlay color or gray or
beige.
> Handwriting may improve.
>
> Hats or Visors. Let students who have Irlen Syndrome wear visors or
hats
> with dark underbrims in the classroom and on the playground. This
reduces
> glare and reduces symptoms. Visors/hats also help with glare in
stores.
> Exceptions to "no-hat" policies are made for light-sensitive
students.
>
> Book Position. Reading should be done from materials placed
directly in
> front of the child. Students should not attempt to "share" reading
material.
> A bookstand or book propped at an angle can help with glare. A
reading
> corral that shades the book can be used.
>
> Overheads. Limit the amount of work done using an overhead
projector. The
> intense lighting may cause real discomfort. Or place a colored
overlay on
> the projector.
>
> Chalkboards and whiteboards. Write in columns rather than across the
> chalkboard. Write each paragraph in a different color to help with
tracking.
> Whenever possible, do not use white boards; tan or gray are easier
to read.
>
> Copying. Allow students to copy from paper to paper (rather than
copying
> from chalkboard to paper or overhead screen to paper). If
necessary, allow
> child to copy what has already been copied from the board or screen
by
> another child or provide a copy of the teacher's notes.
>
> Markers. Encourage students to use a ruler or bookmark to improve
accuracy
> and speed. Some students become more efficient readers by using
markers
> under the line, on top of the line or after the word read. The
marker
> should be the same color as the overlay or black, not white.
>
> Computers. Dim the screen light, change the background color and/or
use
> overlay(s) to reduce symptoms while using the computer.
>
> RE: Eye contact and attention: Students with Irlen Syndrome may
have a hard
> time making eye contact or maintaining focus on a speaker due to
visual
> stress, distortions or headaches. They may get symptoms from striped
> clothing or other high-contrast patterns.
>
> Other possible accommodations: Enlarged print (www.large-
print.net) or
> magnification bar. Breaks while reading, writing, using computers
or doing
> other visually intensive tasks. Books on tape (National Library
Service for
> the Blind and Physically Disabled)
>