VISION, LEARNING and the LUK
SYSTEM
Sight is the
ability to
see.
Vision is the result of child’s ability to interpret and understand the
information
that comes
to him
through
his
eyes.
It is important that children
described
as smart
in
everything
but
school,
can be helped early
enough
that they
may become
smart at
school
too.
OBSERVABLE VISUAL
PERFORMANCES:
Eye movement
skills:
This is the skill of speed and
control of
visual
inspection
and
scanning
of visual
materials so
that the
child
obtains
the
greatest
amount of
information with the
least time
and
effort. If
the eye
movements
are slow,
clumsy and
uncoordinated
and if the
eyes jump,
jerk or
loose
their
place on
learning
materials,
the amount
of
information
obtained
by the child
will be
well
reduced.
The improvements are notable if the
child is
given
special
action
skills as
well as
visual and
developmental
experiences.
Eye teaming
skills:
The human sight system is designed so
that the
paired
eyes and
muscles
can team
up that
the two eyes
perform
like one.
If the
child does
not gain
the skill
and unity of
full eye
teaming he
will
experience
learning
difficulties.
The child
will be
clumsy and
will have
problems
with
writing
and handling
teaching
material.
Eye hand
coordination:
The ability and proficiency depends
on the
use,
practice
and
integration
of eyes
and hands. On this
skill
depends
the
ability to
make
visual
discrimination of size,
shape and
location
of
objects.
This skill
is
essential for visual
interpretation
of words
and
numbers in
workbooks.
The child's paperwork will show
extreme
lack of
orientation
on the
page, he
will have
difficulties
to stay
within the
lines. He
will have
problems
with
multiplication,
division,
fractions,
measurement
etc. His
written
work will
lack
structure
and
punctuation
will be a
challenge.
Visual form
perception:
Its purpose is the immediate and accurate discrimination
of visible
likenesses
and
difference,
a skill
that is
necessary for
learning
to spell,
to
recognise
symbols
such as
- + x ÷ or like terms
in
algebra
etc.
Figure ground
perception:
Is the ability to focus and isolate a
desired
(important)
image from
the
background.
As the
brain receives
thousands
of visual
stimuli
and sees
many
images at
the same time,
it has to
be able to
suppress
some and
give a
“go” to
some that are
interesting,
exciting
or
needed.
Research
and
comprehension
skills
depend on
this.
Poor focusing skills , eye teaming,
eye hand
coordination
and figure
ground are
the main
cause for
poor
attention
skills,
disruptive
behaviour,
and are
the main
cause of
failing to
achieve.
When you look at something you don’t
just see
with your
eyes, you
focus,
discriminate
identify
and
interpret
information.
Children are more and more forced to
deal with
lengthy
prolonged
near
visual
tasks. Our
vision was
designed
for more
distant
vision.
The stress
on visual
system has
produced
many
adverse
symptoms
and
problems.
Vision is a complex combination of learned skills,
including
tracking,
fixation,
change of
focus,
binocular
fusion and
visualization.
When all
of these
are well
developed,
children
and
adults
can
sustain
attention,
read and
write
without
“careless” errors, give meaning to what they see and hear and rely
less on
movement
to stay
alert.
Visual
therapy:
Enhances and develops visual skills
that are
poorly or
inadequately
developed.
If:
The child experiences headaches, some
neck and
upper back
pain,
blurred
vision, is
tired,
itchy, or has
watery
eyes, the
discomfort
is likely
related to
the heavy
vision
load of
working at
near
distance.
We, at Jays’ Education, are aware of
the
association
between
vision and
learning.
We
recognise the
importance
of vision
in the
development
of
children.
We are aware that the vision problems
that
impede
learning
are
usually
not
obvious to teachers and
parents,
and they
go
undetected
in
traditional
vision screening.
Visual
dysfunctions
are often
interpreted
as poor
coordination,
learning
problems,
AD(H)D,
lately
also as
Autistic
Spectrum
Disorder,
dyslexia
etc.
Our workbooks are specifically
designed
to make
reading,
spelling
and maths
visually
friendly.
Pages are
uncluttered,
set out in
easy to
follow
steps. The
print is
clear, the
instructions
are given
in slow
sequential
steps.
Each
page
deals
with
one
fraction
of an
outcome.
Each
consecutive page
takes the
child right
through
the
workbook
so at the
end of the
workbook
the desired
outcome
has been
reached.
While teaching and reinforcing
academic
skills the
program’s
aim is to
develop
the
child’s visual
skills to
a level
that will
no longer
make
learning
so difficult.
All our
books deal
with
visual
perceptual
difficulties
in the best
way
possible.
What makes the LUK system so great
for the
child’s
development?
It is the set order in which the tasks have to be
done.
1. All the tiles have to be assembled from 1 to 24 (Mini
LUK 1 to
12) .
2. A page has to be selected, looked at, worked out what
to do,
worked out
which are
the
questions,
which are
the answers.
Where are
the LUK
code
numbers.
3.
Take tile
number 1,
place it
under or
next
(or
above)
question
or problem
or picture
or word,
think,
look for
the
answer,
look for
the code
number,
change the
focus from the
sheet to
the LUK
box, find
the code
number.
Take tile
number 2,
place it
under,
next
(above)
question
(problem),
find the answer,
look at
the code
number,
place the
tile on
that
number in the LUK
box. Work
out all
the
answers
one by one
in
that manner.
4. When all
the tiles
are in
the
LUK
box,
close
the
lid.
Turn
the box
over
sideways and open the
box. A
pattern is
formed by
the back
of the
tiles.
5. The child matches the pattern on the sheet with the
pattern in
the
box.
Many stages of the perceptual development
could be
noted when
working
with
LUK:
· Eye hand coordination, as the child handles the tiles, looks for the questions,
places the
tiles in
the LUK
box
· Focusing skills and eye teaming skill, the child has to focus and refocus and again refocus
looking
for tiles,
for
questions,
answers,
the tile
code numbers,
looking
for that
number in
the box,
placing
the tiles
on those
numbers
· Figure ground perception, the answer (words, pictures etc.) have to stand out from
the
background,
the little
number
stands out
from the
word, picture
next to
it.
When looking for a numerical
answer,
the child
has to
distinguish
the code
number
from the answer
number.
· Sequence of steps taken and then retracing the steps,
take the
tile,
place it
under the
question,
look for
the
answer, note the
code
number,
find that
number in
the LUK
box, place
the tile on it
and back
to the
beginning
again
· Task completion, the task is completed when all the tiles are in and the
pattern is
displayed.
The child
develops
continuity,
planning
(anticipates
the
pattern)
endurance,
resilience,
satisfaction
from a
job
well
done
· Anticipation, the child anticipates a reward - a pattern that means:
“Work well
done.”
The LUK system is recommended for grade 1 with suitable
workbooks
and with
workbooks
all the
way to
year 8,
higher grades
use it for
children
with
learning
difficulties.
Books are
age
appropriate
for all
ages.
Children
like the
system
(program), they
think of
it as a
game, it
gives them
confidence
and
satisfaction
from job
well done.
They
can
see their
improvement.
