Problems with concentration and ADHD
Concentration problems, adhd, dyslexia and dyscalculia often occurs together with convergence problems, i.e. eye coordination problems. In some cases, even the diagnoses are confused.
Convergence problems affect around 10% of the population. In the case of convegrence problems, each eye can work well on its own, but together there are problems. The interaction between the eyes is controlled by the brain.
Eyes coordination problems can for example result in strabismus and these can be visible or hidden. Even very small convergence problems can have a big impact on reading speed, reading endurance, ability to concentrate and the feeling of fatigue, and strained eyes.
This is what it looks like in the app when you train.
What improvements have we seen?
The reading speed improvements for children aged 10–15 are on average around 110% and correspond to an improvement of 2–4 stanine groups. At the same time, concentration and participation during class time as well as self-confidence and more are improved.
By training the brain’s coordination of eye movements, the convergence can be improved. With an improved visual acuity and a relief of the brain that doesn’t have to exert itself as much, up to 80–90% of the brain’s energy can be released.
The energy can instead be used for increased concentration and endurance that many with concentration problems struggle with, as well as to focus on the phonological problems with word recognition and decoding that a person with dyslexia constantly struggles with.
We see these improvements in everyone who follows our training for 12 weeks. On average, people without known convegrence problems improve their reading speed by 40%, while people with known reading and writing difficulties and/or dyslexia improve their reading speed by over 100% on average.
You then achieve improvements in reading speed, reading endurance and ability to concentrate.
For people with dyslexia, ADHD, or very demanding work with a lot of reading or close work, we see that there are advantages to training longer than 12 weeks and that there is also value in maintenance training.
Pupils who need special support
If a student needs special support, an action program must be drawn up. The program must state what the needs are, how they are to be met and how the measures are to be followed up and evaluated. The student and the student’s guardian must be given the opportunity to participate when an action program is drawn up.
Special support may be given instead of the teaching the student would otherwise have participated in or as a supplement to it. The special support must be given within the student group to which the student belongs, unless otherwise provided by this Act or another constitution.
Furthermore, insufficient resources are not an acceptable justification for not providing a support effort. This means that the school cannot deny a student extra support because there is a lack of money. The School Act’s provisions on the right to development and special support apply to both state, municipal and independent schools. The right to help at school for students who need it is regulated in the School Act.
The support must be given in the way and to the extent that is needed. This means that it must be given based on the student’s own needs and conditions. If the support cannot be given in the regular pre-school and primary school, the municipality must offer a place in specially adapted forms.
The school is also obliged to investigate the difficulties if it is feared that a student will not reach the minimum knowledge requirements that must be achieved.
In order to receive support, it is not required that the student has a diagnosed disability. The support must always be determined based on the individual student’s needs. Provisions on the right to development and special support apply to both state, municipal and independent schools.
If you have a child at school who gets a result on our free test that shows that the child has convergence problems, please let the child’s school know about our training. Knowledge of eye coordination/convergence vision and its importance for reading and concentration skills is often deficient.
We want all children to be screened for convergence problems early so that help can be deployed widely and early. This is long-term work. We therefore offer our training to both private individuals and schools so that help can be deployed now.
We also help people without ADHD
ADHD, concentration problems, dyslexia, dyscalculia and convergence problems often occur together. In some cases, the diagnoses are even confused.
That was the case for Thomas, who was diagnosed with ADHD Despite receiving a diagnosis, he still felt that it did not fit him.
Today, Thomas has discovered the cause of his troubles, it is convergence problems. He trains with us and is experiencing great improvements. Thomas’ adhd diagnosis should be removed, as it was incorrect.
