Overcoming Learning Challenges
“We cannot believe the improvement in our daughter after five sessions with you. Before we were referred to you, our daughter Abigail, age 8, could not tie her shoes without help, could not ride her bike without training wheels, and was having difficulty reading at her grade level. Since working with you, Abigail is riding her bike without assistance and training wheels. She is tying her shoes by herself, but most important her reading rate and reading fluency have greatly increased, which has also increased her reading comprehension.
Before working with you, Abigail had received physical therapy and occupational therapy in order to help manage a sensory integration disorder. Even though she had worked through a lot of her sensory issues with the help of physical therapists and occupational therapists, she was still unable to perform with ease some motor tasks and was having difficulty in her academic setting due to poor reading skills.
Likewise, we feel that Brain Gym provided the missing link so that Abigail’s body could integrate all the previous therapy. Because of your work, Abigail has made huge improvements academically and socially in a very short time period. We are very grateful for your work and thankful that God sent you into our lives.
Therefore, we highly recommend your work and endorse Brain Gym has as a valid therapy for any child with learning difficulties due to Sensory Integration, Attention Deficit Disorder, Visual Motor Problems, etc. Again we recommend Brain Gym for any child who is struggling academically.
Brain Gym Music Lessons
“When I initially began using Brain Gym in my flute teaching, I used the activities as a warm-up at the start of each lesson. One day with a student, I realised that there was much more to using Brain Gym during a lesson than that.
Nicole was working on playing with a big, centred, rich sound. She played the passage of music in this new way and it was just lovely! She was so pleased. I asked her to play it one more time, so both of us could have the pleasure of listening to it again. But she could not get it right. Try as she might, the new sound was nowhere to be found!
Then it struck me, the realisation really struck me, that she was out of balance. The effort of doing it the right way had created a new stress. So we found out what Brain Gym movements she needed to do for herself to get back into balance. When she played the passage again, it was just as beautiful as it had been the first time.
This was a powerful experience for both of us – for Nicole because of what she’d achieved; for me because I realised that a student won’t necessarily stay in balance all the way through a lesson just because they’ve done Brain Gym at the start of the lesson.”