Testimonials

Jamie completed two intensive programs of the Tomatis method(*) in successive school holidays. This program aims to integrate the person’s listening by directly to improve many aspects of auditory processing. For example, by using both cognitive and emotional regulation ideas with the learning. By improving receptive listening through the use of modified music, we build and strengthen the neural pathways to the brain. For example, as his speed of processing improved it signalled a beginning of the next phase, to address his expressive language issues while continuing to hone his listening.

Jamie, responded well to the program and we now have tangible evidence of the improvements in his writing, comprehension, and grammar. Previously when he wrote notes or wrote essays, he often was in a state of panic, and this continued to be major difficulty for him .

As the physical symptoms were abating he began listening to himself more. In the second phase of this program I started what we call the ‘active’ phase nd in his case the practical use of a mind mapping technique. I started by asking him to tell me the story behind a picture he had drawn. As he spoke, I made a mind map of what he said and he agreed to overnight write the story of his picture.. Next day he came with three pages of writing! He read it aloud as it became easier for him to self-edit and perceive his errors with only occasional help from me.

I emailed the family this writing and along with the 2-minute video we made together on the last day of our second intensive period. He prepared for this video by using dot points and showed some e nervousness. He then clearly explained what changes have happened and refers to how his physical symptoms of racing heart and fiddling when faced with such writing tasks had stopped.

I facilitated his ‘active’ work in the hope that it may help his teaching staff understand the depth of knowledge that auditory processing skills can bring to better help students with learning and processing issues. By focusing on the senses; visual ,auditory and kinaesthetic learning methods, was why this student could make changes in such a short time.

My PhD (2013) used the outcomes of adults’ auditory processing issues with practical ways of helping them focussing on their issue of study they presented toget help with. This group were a diverse learners of mature age in higher education. Although they were highly motivated students they were struggling with their ‘hidden’ learning issues and were and not getting the help they desparately needed.