Applied Neuroscience Certificate Program
Distance Learning Program

COURSE AGENDA AND SYLLABUS

Introduction:

• Areas Evaluated by Certified Irlen Diagnosticians
• The Irlen Method:  A Piece of the Puzzle
• Various Populations which can be helped and how
• The Discovery
• Research
• Irlen Syndrome (Scotopic Sensitivity Syndrome)

Training Protocol:

• Client Intake Form
• Irlen Reading Perceptual Scale (IRPS)
  - Process Testing - Information is obtained from observation (looking, listening) and client reporting.
  - Reason for Screening - Identification, determine severity, awareness, elicit language, education, and counsel
• Introduction
  Treatment and Improvement Administration (lighting, seating, family members)
  Scoring and interpretation
  Section 1:  Reading Difficulties and Strain and Fatigue Symptoms
  Administration
  Scoring and interpretation
  Section 2:  Tasks
  Administration
  Scoring and interpretation
  Overlays
  Standard administration
  Alternative method of administration
  Different ways to handle the overlays
• Distortion Pages:  How and when to use
  Use of the magnifying bar, colored ruler, and visor
  Scoring and interpretation
  Screening Reporting Form

Homework: 

• Read and review the IRPS Screening Manual and the following:
  Review the instructions for each of the tasks in Section 2
  Familiarize yourself with the material in the Screener Information Booklet,
  Overlay and Material Order Forms

DAY TWO

A.M. Practice doing Intake and IRPS

P.M. In pairs, test a client

Final Review

• Scoring and interpretation
• Classroom/environmental modification for individuals with SSS
• Irlen web site
• Screener certification
  Authorization/Restrictions
  Recertification
  Master Screener
  PASS

Homework: 

• For certification, each screener needs to complete the following:
  Screener Review Questionnaire.  Needs to be completed and returned to the trainer.
  Screen 8-10 clients of which 2 to 4 should not have SSS/Irlen Syndrome.

NOTE: DAY THREE AND DAY FOUR may be taken alone as a Distance Learning Program Module
OR as part of the 10 Credit Applied Neuroscience Certificate Program

DAY THREE

NOTE: This task is done in your school, office or private practice. The course professor is available by phone, e-mail,
regular mail, and when possible, in person.

Practicum and Data Collection

Task:

• Screen eight to ten students or clients using the Irlen Reading Perceptual Scale (IRPS) test protocol including visual perceptual activities and tasks and Irlen colored overlays. 
• Full screenings include the Short Intake form, IRPS (Four Page) test record screening form, with all the appropriate tasks
  completed and with observations and notes recorded in the IRPS booklet

 Report Preparation: 

• Prepare an outline for a 5 – 10 page report summary in which you will discuss student screening findings and results. 
• The report will be completed in the next section “Day Four”.  Your report should discuss any patterns and areas where you see correlation's among students and their overall performance. 
• More details on the content of your report will be provided during the course interactions between students and professor.
• Record your questions to ask at a later time. There will be an ample opportunity to ask questions, trouble shoot problems,
  as well as refine your screening skills.

 1. Write a final report, which is briefly described above in “Day Three”. 

Report on Practicum:   

• Your Report on Practicum findings should describe where you did the screenings, the setting, location, environment, etc. including a general discussion of your findings as well as any correlation's and patterns you may have noticed in the population you tested.  Describe what the experience of doing the screenings was like for you as an Irlen Screener, educator, psychologist, or private practitioner.  (Minimum 5 pages)    

 2. Professor fields questions regarding report and other relevant areas on an ongoing basis.

 3. Required Readings: See BOOKS listed below (Quizzes on readings will be sent via the Internet)

 4. Final Report/Questionnaire format – Via Internet

5. Recommended/not required readings may include:

• 1. Research Summary of 23 peer reviewed articles
• 2. Bibliography lists more than 60 papers and studies
• 3. Additional optional readings to be announced (TBA)

NOTE: Course work may be updated or changed periodically to keep up with changes in the field.

Books:
1. Irlen, H., (1991), Reading By The Colors
2. Stone, R., (2002), The Light Barrier

Research:
3. Tobias, H.D., Focus on Dyslexia Research, Chapter by Robinson, G. L., Foreman, P.J., Dear, K.G.B., & Sparkes, D., (2004)" The Family Incidence of a Visual Perceptual Subtype of Dyslexia"
4. Chase C., Ashourzadeh, A, Kelly, C., Monfette, S., & Kinsey, K, (2003) "Can the Magnocellular Pathway Read? "
5. Dobrin, R., (2003)"Toward an Authentic Diagnostic Impression Using Clinical Composites and Functional Brain Imaging for an Improved Understanding Irlen Syndrome"
6A. Irvine, J. H. (2005),"The Cause of Irlen Syndrome," Note: This is a wonderful Powerpoint presentation. If you don't have
Powerpoint ask someone who does to print it for you.
6B. Saba, Georgianna(2005), "Irlen Syndrome: Learning and Light Sensititvity"
7. Noble, J, Orton, M., Irlen, S., Robinson, G.L., (2004)"A Field Study of the use of Colored Overlays on Reading Achievement"
8.Whiting, P.R., Robinson, G.L. (2001)"The Interpretation of Emotion from Facial Expressions for Children with a Visual Sub-type of Dyslexia"

View PDF for Article 8

BACK TO TOP

BACK TO DISTANCE LEARNING INFO PAGE