However, it may be that there are degrees of
physiological damage or abnormality which prevent
the restoration of normal function or at least
make it very difficult. The question is then,
does one continue to strive to normalise, or work
on the basis of supporting impaired function; and
how on earth is one to decide?
The broader question underlying all of this is
whether we accept that different people see
differently and base expectations around that, or
whether, barring pathological physical damage, we
assume that all healthy people should exhibit
clear and well balanced vision?
I would support the latter view. While we can
speak in understanding terms of a 'preference'
for poor vision as a healthy reaction to an
unhealthy situation it is clear that this is only
tenable in the short term. One way or another,
the situation wants to be normalised as fast as
possible. It can be seen that if the difficulty!
limitation is basically functional the solution
is straightforward - more work, different work,
different teacher as indicated. If the problem is
physiologically based then it has to be worked
around but again the solutions are largely
practical. Mental / emotional issues
obviously pose the biggest challenge since there
is not only the question of how to deal with
them, but how far one will be permitted to do so,
since the problems that affect vision are often
those which fall in a 'protected area'.
In the end the decision as to how far to go rests
with the client/pupil, but the teacher is in the
position of adviser/guide and needs to be able to
clearly assess and advise on what s/he sees as
being in the pupil's best interests.
Needless to say, there may be a conflict between
overt and covert motivations: most teachers know
the client who expresses a strong desire to
improve but sabotages it at every
point. Often, in fact, it is too strong a
desire that is the problem: the perfectionist
type of personality will have great difficulty in
achieving the relaxation needed for the vision to
change and will also be likely to put a lot of
energy into criticising the teacher's efforts.
And so on.
