What is monocular vision or poor binocular vision?
Binocular vision gives us depth perception and the ability to judge relative positions and closing distances. This may be reduced if the eyes work at different strengths, for example, if the child or young person has a squint. Monocular vision is vision in one eye only.
Binocular vision is achieved by our two eyes giving a slightly different image perspective, which the brain merges into one. If eyes work at different strengths, the image isn’t merged effectively. The degree of binocular vision loss varies from being totally lost, to being weak. For those with one functioning eye, there will be no binocular vision.
The impact of poor binocular or monocular vision is difficulty with depth perception (steps and slopes, reaching for a cup), relative positions (proximity of others in crowded areas, pouring from a jug into a glass), and closing distances (road safety, catching or striking a ball).
Where a child or young person may move confidently in familiar locations, they may feel less self-assured in unfamiliar places so should be particularly considered when visiting locations off the school campus or the family home.
Education strategies that could help
- Good lighting
- Contrast: All curriculum resources to have good contrast e.g. black on white, black on yellow etc. Consider the class environment: Adding coloured strips to the edge of furniture, chairs to contrast with table tops, door frames to contrast with the walls will help.
- Use a child or young person’s name to get their attention. They may be unable to see visual cues or interpret subtle body language.
- Review activities and games that involve catching and throwing or striking to make sure that the child or young person is positioned to maximise their vision. Use equipment that contrasts with the playing surface. Peers should be encouraged to say the child or young person’s name before throwing.
- Encourage the child or young person to have their ‘blind side’ nearest to the wall when walking down a corridor.
- Encourage additional scanning from side to side.
- Approach the child or young person from their better side or from the front.
- Encourage the child or young person to use hand rails when going up and down steps.
- Appropriate skills should be practised, such as threading needles and catching balls.
- Encourage the child or young person to look, and engage in discussions about speed and distance for road safety.
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