Educational Implications of Vestibular and Oculomotor Impairments in School Aged Children

Author

• Ellie Davenport, Concordia University - Saint PaulFollow

Date of Award

3-4-2026

Document Type

Thesis

Degree Name

Master of Arts in Special Education

Department

Education

Program

Special Education with Specific Learning Disabilities Licensure

Capstone Instructor

Dr. Oluwatoyin Akinde Fakuajo

Second Reader

Dr. Tosca Grimm

Keywords

dyslexia, information processing speed, oculomotor functioning, special education eligibility, vestibular functioning

Abstract

This paper examined how vestibular and oculomotor dysfunction contributed to learning difficulties in children in grades K-12. This topic was selected due to both the association between physiological function and better academic performance and the researcher's personal interest in sport-based vestibular training as a possible intervention for children. Research sought to identify patterns among students with poor physiological function and to examine the outcomes of interventions targeting the vestibular and oculomotor systems. Understanding the implications of impaired physiological function is critical, as every day at school, children are expected to read, write, track information, and stay attentive, all skills that require efficient physiological function (Bigelow & Agrawal, 2015). Educators and policymakers must be aware of the effects of impaired physiological function to provide appropriate interventions and comprehensive evaluations to students. This research, based on a systematic review of peer-reviewed studies, found that impairment in the vestibular and oculomotor system was associated with challenges in reading, writing, attention, visual tracking and coordination. The review also found that comprehensive physical exams are rare in schools, making physiological impairments easy to overlook. This oversight is significant because comprehensive evaluations are critical for accurately identifying students’ eligibility for special education services and aligning interventions with their specific needs. When underlying needs remain unassessed, important learning barriers may go unnoticed, limiting students’ access to the targeted support necessary for academic success.

Keywords: dyslexia, information processing speed, oculomotor functioning, special education eligibility, vestibular functioning.

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