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"There are no specific programs in Australian schools for identifying or dealing with disorientation problems, and the majority of teachers are unaware that disorientation is the basis for many learning difficulties," she said.
Kay is keen to help teachers devise dyslexia prevention strategies which, she says, are easy to achieve and involve little additional work for teachers. Kay also believes teachers need to learn to become more flexible and not just act in terms of "control and punishment".
"The main thing is to get them (teachers) to be able to view learning difficulties from a perceptual approach," she said. Kay says it's important to encourage music and art within schools because both areas play a vital role in a child's upbringing. Her goal is to one day run a project in an independent school to help both teachers and school children to deal with dyslexia and learning difficulties. Kay defined dyslexia as "basically a disorientation problem" which produces significant reading difficulties.
It isn't due to vision or hearing problems, lack of opportunity, poor teaching or emotional difficulties. About 5% of children suffer from dyslexia.
"Everyone disorientates at some time, but the problem for many people with learning problems is that they can't control it," she said. "The point of perception, both visual and auditory, is constantly changing for dyslexic people, so it can be difficult, and sometimes impossible for them to remain focused." Kay said the disorientation felt by children with learning problems is similar to the sensation that can occur when sitting in a car at traffic lights.
"Often when sitting at traffic lights you look at the car next to you and question, "Am I moving or is the car next to me moving?"," she said. While this sensation is temporary among most people, it is something dyslexics cannot control. Kay says a common misconception about dyslexia is that it can be treated by motion sickness medicine. This has come about by the persistent idea that dyslexia is related to balance and coordination. Independent studies have shown such medication may actually make
things worse. The most effective treatment for dyslexia and other learning difficulties are phonics-based programs, administered by trained professionals.
Kay runs two sound therapy programs, "Listening Integration Training" (L.I.T.) which helps neurological functioning and the "Dyslexic Correction Program" which helps in correcting dyslexia through personal development. Both programs aim to stabilise a dyslexic's perception through a lining up of the senses which achieves a balance within the body. The first phase of the program is passive listening to electronically modified music. This awakens and re-educates the tiny ear muscles, activating new listening. The second phase involves active listening to special recordings of words, sentences and music.
Participants listen through special headphones that transmit sound to the ear. The sound is switched rapidly between two channels, forcing the muscles in the ear to follow, thereby making them more responsive. Dyslexia is hereditary and parents are always invited to attend the programs as a support to their children. Parents themselves often benefit from the program, Kay said.
The success rate of those who have taken part in the program is very high, as seen through two girls currently involved in the L.I.T. program. Jane (surname withheld) took her daughter Emma to see Kay after Emma was diagnosed with ADHD (Attention Deficit Hyperactivity Disorder). Jane was looking for an alternative to medication and since beginning the program, has noticed a significant improvement in Emma's behaviour. Another parent, Helen (surname withheld) took her daughter Stephanie
to see Kay after she experienced problems with her spelling which led to a drop in motivation at school. "It wasn't that Stephanie couldn't spell, she just had difficulty getting it down on paper," Helen said. After just one session, Stephanie has become more enthusiastic about reading, a sure sign that greater improvements are expected in the future, according to Kay.
Teenagers and adults also benefit from the program as seen in the case of Blacktown teenager, Martin (surname withheld). Martin's mother Wendy heard about Sound Education through a story in a local newspaper. Wendy and Martin had visited numerous paediatricians and doctors in Sydney looking for treatment for Martin who was diagnosed with ADHD, but it wasn't until he attended Kay's program that he started to get results. According to his mother, prior to the treatment Martin was easily distracted and impulsive, but after several visits his self esteem improved, he became more focused at school and managed to complete his school certificate. He now plans to join the army.
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