Issue #5

2000

By Dr. Lydia D’Astolfo

While there are varied statistics available, many professionals report that over 20% of the population has dyslexia. One of the most common definitions of Dyslexia is the inability to process language, be it reading, writing, math or speaking.

Dyslexia not only causes problems at school, it also affects other areas of life as well. For example, some people with this condition may confuse right with left, they may have an inability to relate to others, especially in large groups, they may have little or no sense of time, they may experience loss of balance or dramatic mood swings or may get lost easily. Others may experience speech disorders such as stuttering, hesitant speech or poor word recall. Some may have trouble remembering names, dates or numbers.

Others may experience hyperactivity, low attention span, poor self confidence or even depression. In addition, the Learning Disability Association of Ontario, claims that up to three quarters of young offenders have learning disabilities, most commonly dyslexia. Careful studies suggest that their learning disability may be one of the most potent factors behind their rebellion. In addition, although everyone who has dyslexia is affected differently, it appears that most people, on account of their symptoms, have a difficult time continuing with their education and holding on to jobs.

Conditions such as anemia, hearing deficiencies, visual acuity deficiencies and other general health problems could be the underlying cause of dyslexia. However, the most common area that is often ignored when dealing with this problem is interference with the nervous system. This is indeed surprising because the majority of investigators have determined that this complex disability is a bewildering combination of disorganization within the central nervous system, especially those portions of the human brain committed to the higher functions.

Research has shown that a startling number of learning-disabled children have had some sort of trauma to the head or a physical or emotional trauma which has manifested itself as a structural problem in the skull. This could be caused by a difficult birth, prematurity, convulsions, shocks, emotional traumas such as unresolved fear, anxiety, anger, initial separation at birth, etc…or from falls resulting in blows to the head or spine. It has been shown that a structural imbalance, located particularly in the temporal region of the skull, will interfere with the proper functioning of the central nervous system, leading to this disorder.

For the past decade, several health practitioners throughout the United States have applied the technique, known as “Neural Organizational Technique”, on thousands of people, in particular children. Ferreri and Wainright, discoverers of the technique, have found that this treatment can result in a reversal of all symptoms in relation to the learning disability.

Neural Organizational Technique, commonly referred to as N.O.T., is a combination of three therapies in one.

The first is the application of Acupressure. The second involves Applied Kinesology or specialized muscle testing. The third and most important technique involves a process of cranial molding, known as Craniosacral Therapy. Caniosacral therapy, developed by Dr. Upledgeger, is a light hands on, non invasive method of enhancing the development and function of the brain and spinal cord by removing restrictions in the body, particularly in the cranium and spinal cord. Along with the N.O.T. treatment, we have developed a unique method which further encourages the natural healing mechanisms of the body through the use of Homeopathy, Herbal Medicine, Nutritional Counselling, and Educational Kinesiology. We have found that the addition of these other methods reduces the time involved in removing the restriction and in repatterning the brain.

All learning disabilities, including Dyslexia are treatable. The objective of this therapy is to treat the illness naturally by correcting the cause and unlike many other methods of treatment, i.e. drug therapy (Ritalin) and behavior modification, it is not content in simply compensating for the disease. In other words, individuals are finally able to overcome instead of just learning how to cope with their disability. In the progress of the therapy the most remarkable signs will be reflected in the modification of the voice. It becomes more sonorous and a better intelligibility in speech.

Reading becomes easier, more fluent due to a better understanding of the text. Spelling mistakes gradually disappear and the right sided laterality explains the gains in the field of mathematics and science. There will also be a restoration of balance, an improvement in motor coordination, a reduction in hyperactivity and an increase in memory. Lastly, the most striking improvement is the rise in self confidence. These factors re-establish a normal relationship between the individual and his/her environment. As a student the individual now has the opportunity to re-learn or ‘catch up’ in their previous areas of difficulty.

Dr. Lydia D’ Astolfo has a degree from York University and is a Homeopathic Doctor, Craniosacral Therapist, and an Applied and Educational Kinesiologist. You can contact her through Iridology Plus Magazine.

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