he just doesn't seem to be able to keep up with the others.

Before he began school, he successfully passed dental and physical check-ups with flying colours. He also had his eyes tested and the optometrist declared: "Healthy eyes, 20/20 vision.'' So what's the problem? It could be that, although he passed the standard eye test, it was incapable of detecting more subtle problems which, if left untreated, will continue to adversely affect his academic progress.

Vision is the most dominant learning system in young children. To read, understand and solve mathematical relationships, or catch a ball, for example, a child needs more than clear eyesight.

Many parents and teachers do not realise that there is a significant difference between the terms "eyesight'' and "vision.'' Sight is the mere ability to see and the eye's responses to light shining in it.

Vision is the result of the child's ability to interpret and understand the information that comes to him through his eyes.

Thus, children may have 20/20 sight and a critical vision problem which will interfere with their ability to process information and learn.

Vision is a complex process involving many skills: Fixation: aiming the eyes or shifting rapidly from one object to another Tracking: following moving objects smoothly and accurately Binocular vision: seeing with both eyes and combining information received through each eye to make one mental picture Convergence: turning the eyes toward each other to look at near objects, and maintainng eye alignment comfortably and efficiently over time (attention span) Field of vision: the area over which vision is possible, including motion, relative position of objects in space, contrast and movement sensitivity in side vision Form perception: organising and recognising visual sensations as shapes, noticing likes and differences (eg between was and saw) So how does one tell if a child has vision problems other than clear distance and near sight, such as focusing ability, eye co-ordination, depth perception, eye muscle action, side vision and understanding what is seen? In the US, the answer is provided by behavioural optometrists. In Bermuda it is optician Mr.

Anthony Siese who, as a member of the Bermuda Optometric Association, carries out specific testing procedures with specialist equipment.

Mr. Siese has also brushed up on modern technology with Dr. Mark Greenberg, a behavioural optometrist in Pearl River, New York, and fellow of the American Academy of Optometry, who frequently visits Bermuda.

"Dr. Greenberg used to come down once a year to work with local opticians, and he suggested that, in the interests of continuity, it would be better for patients to be treated by local opticians,'' Mr. Siese explained. "They were duly approached, but I was the only one who wanted to do it.'' Like behavioural optometrists abroad, Mr. Siese defines and remedies subtle but serious vision problems before they limit the child's ability to learn.

Through special lenses, and vision therapy programmes tailored to individual needs and problems which can be practiced at home, children develop abilities to use both eyes more efficiently and integrate vision with other senses, thus improving their academic performance.

Before they reach the behavioural optometrist, however, someone must learn to recognise the tell-tale signs of vision impairment.

Obviously, teachers are a first line of defence, and this week the Department of Education took up Dr. Greenberg's offer to conduct a workshop for its special education teachers during his vacation here.

"We are getting an increasing number of referrals for children who are having difficulties with vision perception and I felt our teachers should know more about it so they are better able to help the children,'' explained senior education advisor, student services Mrs Joeann Smith. "In addition to discussing the different kinds of vision problems children experience which interfere with their learning ability, Dr. Greenberg demonstrated specific things teachers could to do help them.'' Special education teachers do not perform the same tasks as an optometrist, she stressed; rather their knowledge helps identify vision problems which tend to cancel their efforts in the classroom.

Among the behavioural signs of visual problems teachers will watch for as the child studies are: Eye movement abilities: Student turns head as he/she reads across the page.

Often loses place during reading. Needs finger or marker to keep place.

Displays short attention span in reading or copying. Omits words too frequently. Repeatedly omits "small'' words. Writes up or downhill on paper.

Rereads or skips lines unknowingly.

Eye teaming abilities: Complains of seeing double. Repeats letters within words. Omits letters, numbers or phrases. Misaligns digits in numbers columns.

Squints, closes or covers one eye.

Eye-hand co-ordination abilities: Must feel things to assist in any interpretation required. Doesn't use eyes to "steer'' hand movements. Writes crookedly, poorly spaced: cannot stay on ruled lines. Repeatedly confuses left-right directions. Misaligns both horizontal and vertical series of numbers. Uses hand or fingers to keep his/her place on the page.

Visual form perception: Mistakes words with same or similar beginnings. Fails to recognise same word in next sentence. Fails to visualise what is read, either silently or orally. Whispers to self for reinforcement while reading silently. Confuses same word in same sentence.

Refractive Status (near/farsightedness, focus problems): Comprehension reduces as reading continues; loses interest too quickly. Blinks excessively at desk tasks and/or reading, not elsewhere. Makes errors in copying from blackboard or reference book to paper or notebook on desk. Squints to see blackboard, or requests to move nearer. Fatigues easily; blinks to make blackboard clear up after desk task.

Not all learning difficulties are attributable to vision deficiencies, of course, but where they are, visual training and special lenses can open up a new world of achievement and joy to children.

EYES TO THE FUTURE -- Behavioural optometrist Dr. Mark Greenberg recently conducted a workshop for special education teachers at the request of the Department of Education. He is pictured with senior education officer, student services, Mrs Joeann Smith.