Vision and Dyslexia

The American Academy of Pediatrics, the American Academy of Ophtalmology, and the American Association of Certified Ortoptists, they all have stated that vision problems are not the cause of primary dyslexia.
We most definitely agree with this statement as they are completely right on this item. The cause for DYSLEXIA is faulty perception produced by faulty proprioception. What these institutions are ignoring is that it is possible to correct a proprioceptive dysfunction by use of the secondary visual pathway as a neurological pathway to reach the brain.
They do not yet possess the know-how to prescribe active prisms because this option is still not part of their technical background.
They know how to prescribe passive prisms for correction of eye deviations but they don't know how to prescribe active prisms to manage the proprioceptive system.
This is a specific technique which must be learned separately.
The prisms we are using are neither passive prisms nor yoked prisms. We have been using this technique for the last 30 years with very good clinical results because our prisms are not aimed at correcting anything in the eye. They send only new visual information to correct the proprioceptive dysfunctions.

Active Prisms

There is a slow neurological system that is proprioception-based. It mainly receives information from the body but it also receives some information from the outside. The latter includes spatial visual information. The inside and outside information included in this system make a whole.
This system controls many functions in our body and when it is dysfunctional, patients show several symptoms like pain, imbalance and cognitive dysfunctions among others (see PDS Symptoms).
This system can be managed by modifying the information at the point of entry.
Prisms modify the spatial visual information and, through this, they can modify the functions of this neurological system. We have the know-how to modify the spatial visual information in the right way and to reestablish the correct functions of this system. Consequently, the symptoms disappear.
Prisms correct not only the distorted spatial information (before treatment, patients usually have some domestic accidents involving wrongly-localised chairs, tables and doors) but also many others symptoms of PDS.

Feet Proprioceptive Information and Shoes

The feet are prepared to receive information from the ground and to send it to the brain. This information is important to produce the brain mecanisms that keep the body in a correct stand-up position.
Shoes may distort this information. One of the most important sources of information in this matter has its origin on the big toe. If you observe a pair of usual shoes, the area corresponding to the big toe only touches the ground if the individual is running, impairing the feet of its source of information while one is standing, walking normally and/or sitting. This fact amputates the information to the brain and it distorts its output to regulate the positional muscles. This may be a factor to produce PDS and all its symptoms.
In order to prevent this situation, we need to wear the correct shoes. The shoes we propose are flat at the big-toe level and have a little depression on the inside to reinforce the big-toe support and allow the toe to be paralel to the sagital plane.
Postural Backpain has been shown to usually reduce or disappear when wearing this kind of shoes.

Note: there are some types of backpain that are not considered Postural Backpain. Nonetheless, close to 90 per cent of all back pains are postural backpain. A differential diagnosis must be performed in all cases.

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NEW CONCEPTS NEED TIME AND ATTENTION TO MATURE AND BE INTEGRATED BY THE READER.

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Learning Disability II

If an intelligent child can't learn because his perception is blocked by the proprioceptive system what should be the most correct thing to do?
Insisting in learning techniques and prescribing drugs? Or unblocking his perception by correcting the proprioceptive system?
Our strategy consists in correcting the proprioceptive system first. After this, learning techniques have the opportunity to be fully effective. At this point, we are only using them in severe cases as a supplement and to reinforce our results.
Results are obtained short-term, which is a great advantage when comparing to the classical methods. Our patients are happy because they start succeeding in school faster and in a sustainable way and our therapists are happy as well because they finally obtain higher rates of success. This leaves more time to control their patients' clinical evolution and opens the possibility to treat much more patients.
Again, we emphasise that we must start the treatment by correcting the proprioceptive system. Otherwise, the learning techniques could be a loss of time and money.
We consider that proprioceptive system management is the correct way to improve learning in learning disability situations.

Hyperactivity and Proprioception

Skeletal muscles have two kinds of fibers: slow and fast. Fast fibers are organized by segments and slow fibers are organized globally, designing a system. This system is part of the proprioceptive system and it works globally connected to it. In the case of a proprioceptive system dysfunction, slow fibers are blocked and don't work properly. Patients will feel tired and the brain will try to solve the problem by using the only fibers that are working properly: fast fibers. In order to do so, patients need to enter in hyperactivity. If we correct the proprioceptive dysfunction though, patients don´t need to enter in hyperactivity, they return to using the slow fibers and their activity becomes normal.

Learning Techniques for Dyslexia, YES or NO?

The aim of learning techniques is to increase the ability to learn through brain mechanisms that are not being used by students. From this point of view, they are helpful for everyone, dyslexic or not.
But are they good enough for dyslexics as an isolated treatment?
The answer is NO.
Those techniques are only helpful after proprioceptive treatment.
In the cases where they are used before proprioceptive treatment, the effort/results ratio is usually very poor. Students are losing time, money and opportunities. The sooner they begin the proprioceptive treatment, the sooner they will acquire normal reading abilities.