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Dealing With Dyslexia - Short Film
Just one month after treatment, Teaghan's handwriting shows a dramatic improvement. Luke is a very bright, determined but frustrated year-old dyslexic. According to his mother: It's like he suddenly showed up for his life. Although brilliant, his needed improvement was both rapid and dramatic. For example, ginger root was shown to be a highly effective antimotion sickness or inner-ear enhancing substance, so Dr Levinson used it for many, many years whenever needed. In addition, nutrients such as lecithin and ginkgo were shown to enhance memory while fatty acids and omega 3 can occasionally improve concentration. Also amino acids such as DL phenylalanine may decrease overactivity levels and increase focus in fortunate responders, thus occasionally avoiding the need for stimulants in a lucky few. These nutritional substances may also enable clinicians to decrease the dosages for needed stimulants and other medications, thereby reducing the risk of potential side-effects.. They typically do not cause this disorder, unless the allergic attack is severe enough to primarily impair inner-ear and related CVS mechanisms and related brain structures. Inasmuch as the inner-ear or CVS controls all body and eye movements, it also controls all sensory and motion-related activities. Therefore, since repetition often leads to improvement in the specific sensory-motor task repeated, it seems reasonable to assume that practicing sensory-motor skills will result in an improvement in the inner-ear-related mechanisms governing them. The answer is obvious if one goes back to Dr. Levinson's previously described concept of dyslexic mechanisms and functioning. If we assume that these specific improvements extend or are transferred to neighboring inner-ear-related circuits or channels, then we can readily explain the generalized improvements that often occur when specific sensory-motor "TV-like" channels or circuits are strengthened by repetition, practice, or conditioning. For example, if repetitive eye-tracking techniques help fine-tune and stabilize its underlying "TV" circuit or channel e, and if this conditioned or improved effect is transferred to neighboring and interconnected circuits, i. Perhaps a clinical illustration will be helpful in highlighting the above content. When astronauts and other experimental subjects were readied for space and spun in various directions, an interesting observation was noted: Rotating someone repeatedly in a counter-clockwise direction often led to an improvement in the tolerance for only counterclockwise rotations. Contrary to initial expectations, it did not invariably lead to improvement in tolerating clockwise and other types of directional rotations. This observation clearly indicates how the body specifically adapts to correspondingly specific stimuli and conditions, including changes in gravity, while resisting more generalized responses. Athletics Improves Concentration and Cognition Fortunately, the transfer of functional improvements to neighboring circuits does occur, at least in certain contexts. In his clinical experience, Dr. Levinson has repeatedly noted the existence of an initially puzzling and strange phenomenon: Dyslexic athletes often do best academically when in training, despite the limited study time they have. Upon termination of their sports activities, due to either a changing season or an injury, or even punishment for prior academic failures, a significant number of athletes report a corresponding decrease in their concentration, memory, and overall academic functioning. At first glance, one might mistake this correlation as an excuse conjured up by athletes to justify their training time. This was not the case, however. Most often it was their parents who reported this fascinating but puzzling correlation. Unfortunately, cessation of practice often led to a regression in underlying functioning, and the conditioned transfer of function was in turn eliminated. The unexpected clinical observation that physical exercises in dyslexics may result in increased mental capacity is in accord with the adages "Practice makes perfect. Indeed, jogging and a variety of other exercises must clearly fine-tune their CV and related brain systems and thus force enhancement of their overall daily functioning. Yoga and the Inner-ear Connection The growing popularity of the practice and beneficial therapeutic results of yoga have thus far defied a proper neurophysiological explanation. Even being in greater touch with or harmony with our body, mind and surroundings has a crucial CVS component! Needless to say, these observations are as valid as any other type and must be accounted for rather than "criticized" away. It is well known that many dyslexics will tilt their head, neck, and body in order to read, write, and concentrate better. The neck is an important integration point for the inner-ear-related circuitry. Perhaps the chiropractic adjustment of these and other body positions serves a similar purpose to that performed instinctively and reflexively by dyslexics from within — by tilting their heads and finding varied body positions more favorable for reading, concentration, etc. Dental problems and procedures affecting the temporomandibular joint may often lead to headaches, dizziness, impaired concentration, and dyslexia-like functioning. To explain these inner-ear-related symptoms, Dr. Levinson reasoned that an inflammation or misalignment of the temporomandibular joint may indirectly affect the neighboring inner-ear systems, thus either mimicking or aggravating dyslexic symptoms. Accordingly, proper dental intervention may result in a corresponding improvement. Educational Therapies — Special and Otherwise Educational therapy is as complex as it is crucial. And since each dyslexic child or adult is uniquely defined by their normal vs. Needless to say, this rather daunting task is easier said than done. It requires that educators be armed with a vast array of compensatory educational techniques admixed with gifted intuitive and empathic functioning as well as the crucial neurophysiological insights provided within this and related works. In general, it appears logical for educators to impart vital information by finding and utilizing clear and relatively open non-scrambled channels while also attempting to improve minimally impaired functions and channels via repetition and other techniques. Thus there is value in attempting a multi-sensory-motor approach initially — until more specific insights are obtained through repetition and trial and error. Just as repetitive motor tasks often lead to improvements in both the specific underlying determining mechanisms and to neighboring, overlapping or interdependent circuits via a more generalized functional transfer, the same holds for repetitive visual, auditory and related sensory therapies. Moreover, these drifting or blurred imprints are frequently wiped-out or rapidly erased because they are perceived as faulty. In other words, the underlying inner-ear-related and other mechanisms are triggered to compensate and even overcompensate in a manner similar to the way repetitive motor and educational tasks force both an improvement in the balance and coordination circuits as well as an enhancement of the compensatory processing abilities of other vital normal brain mechanisms and structures. Since inner-ear dysfunctioning subjects may be light-sensitive or photophobic due to impaired light-wave or glare filtering, it appears reasonable that tinted lenses may be as helpful for some dyslexics as is increasing the print size in reading material for others. In addition, both color and increased target size enable the eye as an inner-ear-directed guided missile to better concentrate on and hit its target. Thus, one or both of these mechanisms can readily explain the benefits provided by this therapy. Psychotherapy Psychoanalysts, psychiatrists, and related professionals previously believed child-rearing and emotional disturbances were primarily responsible for many learning, concentration, emotional, mood, anxiety and behavioral symptoms that characterized inner-ear dysfunctioning dyslexics. Consequently, a host of very specific psychologically-based subtheories and mechanisms were mistakenly formulated in order to account for each of the many dyslexic-related symptoms. Invariably, psychotherapy was ill-advised in an effort to cure or alleviate the emotional factors erroneously deemed primarily responsible for these symptoms. The fact that psychotherapy may alleviate a dyslexic's symptoms does not prove that psychological factors caused the core disturbance. Indeed, psychotherapy often alleviates stress and secondary feelings of stupidity, frustration, and helplessness. However, these are factors that secondarily complicate and destabilize an already impaired fine-tuning system. In other words, the surface psychological and behavioral symptoms resulting from a primary inner-ear impairment are often important secondary reactions to the dyslexic's inability to function and compete normally. And as a result, medical and psychological treatment may often be required to attain maximum overall improvement. Levinson to play a major compensatory role in dyslexia. As a result, biofeedback and any related conditioning or learning therapy that stimulates and enhances thinking brain functions may significantly improve dyslexia and it's underlying CV dysfunctioning. The Neurological Approach The traditionalist neurological approach to dyslexia was significantly guided by the mistaken belief that this disorder was due to a primary rather than a secondary dysfunction within the thinking-brain, the seat of our intellect and language functioning. Since no medical therapy to date can "cure" an impaired thinking-brain, the neurological method of treatment consisted of referrals to educators for Special Ed. In retrospect, both psychiatrists and neurologists were similarly misled. They mistakenly believed the secondary fallout of the dyslexic disorder to be its primary cause. Neither specialty was capable of finding a primary cerebral therapy that worked because it did not exist. Summary A series of varied medical and non-medical dyslexia therapies have been presented and discussed. When these and other non-reviewed therapies are properly understood and utilized via a holistic approach, all dyslexics can be helped and all possible favorable responses will be maximized. By contrast, the traditionalist theories have led nowhere medically. Were these theorists able to have taken "only one step for man" by listening to Huxley's simplistically brilliant research dictum "to give up every preconceived notion" and to "follow humbly wherever and to whatever abyss nature leads," there would by now have resulted "one giant leap for mankind. However, the recent validation of the cerebellar role in dyslexia suggests that the century-old opposition to groundbreaking insights and treatment are fading — and hopefully may even soon disappear.
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