Melanie Vezey: A Testimonial on Dyslexia, Learning and Voice

Listen to Melanie, a mother of two sons with Dyslexia, on her testimony on the Tomatis® Programme.

 

I’m extremely pleased we found the Tomatis method for our boys but I’m actually pleased that we found it for me as
well.

 

One of our sons had reading difficulties in school. He just wasn’t able to learn the traditional way that he was being taught even though we had him tested, and he had exceptional hearing and exceptional eyesight. So over the years he was falling behind in his reading and writing and everything at school. Even though the school was trying each year a different method of intervention, a different reading programme, or support and we even tried different programmes on our own but the result was that it left him confused, frustrated and eventually we noticed that his confidence was starting to erode and no parent wants to see that.

I found Maria from an internet search just after a friend had loaned me the book, When Listening Comes Alive and I just glanced through it quickly and the few points I read I knew that this was something that I had to research.

So I found Maria online, she answered the phone and it turns out that they were just unpacking their boxes from having moved to New Zealand. So I was as pleased to find her when she just stepped into the country as she was to have her first client phone her.

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Listening Affects Learning

Come to this talk if there is room for improvement for your child or yourself. Auditory processing is key to effective brain function. Registration and more info at: www.tomatis.co.nz/kerikeri

21 Apr 2016 TOMATIS TALK KERIKERI

 

The little girl who didn’t like hugs

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One of my students did not like touching or hugging people and she did not like to be touched herself either. She had difficulty interpreting these gestures. This student attended the Tomatis listening program and after three intensive blocks of listening she has become far more emotionally involved. She’s now giving her family members huge big hugs.
Her facial expression has also become more warm and soft. This is really neat to see that she is changing in a very positive way. Her reading and spelling are also improving. She’s more able to pace herself while she’s reading, to make her eyes track slowly and carefully so that her reading is becoming more accurate with proper intonation and punctuation instead of racing on.

Sjaan van Falier, Tomatis® Practitioner in Wellington, shares how the Tomatis® Method can make profound changes in behaviour and emotions after a few months on the programme.

Public Talk in Kerikeri 7 May

11136087_1594065957536658_2375158780919759801_oLooking forward to meeting old friends and clients and welcoming new ones in Bay of Islands! Invitation to parents, grandparents, teachers and others who know of children who struggle with learning. It doesn’t have to be hard. More info and booking.

Public Talk in Auckland

Public talk in Kerikeri/Bay of Islands

The use of music as therapeutic intervention for students with APD

Title:
The use of music and other forms of organized sound as a therapeutic intervention for students with auditory processing disorder: providing the best auditory experience for children with learning differences

by Faronii-Butler, Kishasha O., Ed.D., FIELDING GRADUATE UNIVERSITY, 2013, 154 pages; 3603783

Abstract:
This auto-ethnographical inquiry used vignettes and interviews to examine the therapeutic use of music and other forms of organized sound in the learning environment of individuals with Central Auditory Processing Disorders.

It is an investigation of the traditions of healing with sound vibrations, from its earliest cultural roots in shamanism and ritual healing ceremony through its present evolutionary form of what is currently referred to as music and auditory integration therapy. The matter-altering power of sound-wave vibrations are invited to support traditional teaching methodologies in the learning environment of children with ADHD, ASD, and other learning differences as well as neuro-typical children who have difficulty attending due to issues caused by a disruptive, distorted, or inappropriate processing of sounds.

This qualitative research proposes that sound vibrations and music-based listening can be directed with given intention. Timbre, pitch, and volume can target specific areas of the body to bring about changes in problematic behavior, language acquisition, as well as improved productivity, learning, and development. Read More