Jess's Daughter
With my partner away and the doctors not being able to help, I was really at a loose end on how to help with my little girls stomach cramps. You were able to hit the nail on the head as to the cause and provided great advice and follow up herbs etc to help her. Thanks so much. It was great peace of mind for me to have been able to have a consult with someone and appreciate your willingness to do so 9pm on weekday!!!
Also, I have to let you know, my husband and I can't believe it, but our daughter now loves the cod liver oil you suggested and always asks for more!!!! Wow! Many thanks.
Will definitely recommend you to friends.
Scott
I am a junior primary school teacher. My grandson, Scott, was born in 1990. His mother is an avid reader and has read regularly to him from birth. When he began school, there seemed to be problems with him settling down and I was concerned that he did not appear to be making any progress during his first 2 years.
He was changed from the public system to a small church school. His new classroom teacher and Special Ed teacher suggested that he had ADHD, dyslexia and later Asperger Syndrome. His mother gave permission for him to see the school psychologist. I wrote a lengthy cover letter as well; stating that in my opinion he had a slight thread of dyslexia but was not dyslexic and a slight thread of ADHD, but was not that either. I felt strongly that a settled classroom and a firm teacher with some structure and a positive attitude towards him was essential for Scott.
My husband and I had spent over a thousand dollars buying sets of reading books of high inherent value, based on different methods or schools of thought. All of these books had excellent illustrations. I just hoped that the 'mothers hearing reading' at school did not ask Scott to laboriously sound out all the unknown words.
I had regularly discussed Scott's learning difficulties with my neighbour, who was the Principal at an R-5 school. She suggested that we should take him to see Anke Koelman.
She taught us how to use coloured cubes with the vowels written on them and how to design exercises for their use, I did a lot of work with Scott in this area.
Anke recommended particular Brain Gym® exercises for Scott, which she taught us. Anke also discussed syllabification (the process of breaking words into syllables) with me and I realised I did not know enough about that area myself!
With Anke's knowledge, skilful input and correct diagnosis, Scott developed into a very good reader with the ability to spell well. This ability allowed him to settle into a classroom environment, progress normally through the rest of his schooling and to complete year 12!
Fiona
First up, I noticed little things, like being able to talk to her whilst she was watching TV, she was a lot more affectionate, and more aware of things around her – like if I was to sit down next to her on the sofa and there was a toy in the way, instead of my having to ask her to move it, she automatically moved it out of the way whilst still watching TV.
After 3 weeks back at school following her treatment, her teacher said that he would have classed her about 3rd lowest in the class and now 3 weeks later at about upper middle of her class. Since that time, she has remained fairly constant. I feel confident that another session with you will move her to her full ability.
Justine
Justine's mother wrote: "My daughter Justine wasn't saying any words at the age of 3 ½ and was sent to a speech therapist. She made some progress and at the age of five, when she began school, she was speaking in short phrases. Learning problems in all areas were recognised and a special school programme was devised. At this stage she began to display an aggressive and withdrawn behaviour. As a mother it is very upsetting to witness your sweet natured child (although always strong willed) change into an aggressive child with very few friends.
Around this time, I took her to Anke, as very little progress had been made at school with regards to her learning abilities and her behaviour."
Tom
Thanks for your efforts with Tom, much appreciated.
He shows marked ability in maths and science in particular and his reading is also much better. So, overall great - his listening skills still need some work, but we are delighted with his improvement since the beginning of the year.
So, we are greatly appreciative of your work with him.
Kate
Kate came to see me because she lacked confidence at school. She was 10 years old and had problems with decoding words (working out how to say the word) and spelling. As too much energy went into the decoding process, she also had trouble understanding what she had read. The LAC test (see Neuro-developmental and Educational Assessments) showed that Kate had difficulties processing the sounds within the words.
Our first goal was to increase access to the areas of the brain that are responsible for processing the sounds (using Brain Gym® and Integrative therapy techniques). Once this was achieved, Kate was ready to learn those Auditory processing skills that her brain was not able to learn as a toddler and young child.
Catherine
Catherine's mother attended one of my courses where she learned to do the brain integration process.
When she came home, she practised it on her 6 yr old daughter and was proud to show me the results:
Ryan
Observations of Ryan
Ryan is repeating grade 2 in 1997. His mid-year results showed no progress and his classroom behaviour was frequently reported as disruptive. He received multiple time-out slips for inappropriate classroom and yard behaviour and was often sad because he could not cope with teasing and had no friends.
As a concerned and frustrated mother, who arranged regular assessments and out-of-class special tutoring from the Education Department, I felt there had to be more to switch Ryan's mind on to receive, understand and store information.
After his first assessment on 18 June 1997, he had three subsequent sessions with Edu-K. From that first visit I knew Edu-K would provide the triggers to turn on his brain.
Initial Difficulties & Approach
Ryan's difficulty with identifying and repeating sequences in sounding words was the first area to show success. Using the Brain Gym exercises morning and night seemed to be working.
Spelling Progress
I watched Ryan happily progress in spelling grades as shown below.
| Start Date | Start Grade | → | End Date | End Grade |
|---|---|---|---|---|
| 2/6 | 1/20 | to | 1/9 | 7/10 |
| 10/6 | 0/20 | 8/9 | 7/10 | |
| 12/6 | 1/20 | 15/9 | 14/20 | |
| 22/9 | 11/20 |
Math Progress
Ryan now mentions that maths is his favourite subject. He enjoys long additions. His grades have improved as shown below.
| Start Date | Start Grade | → | End Date | End Grade |
|---|---|---|---|---|
| 2/6 | 2/10 | to | 1/9 | 8/10 |
| 10/6 | 4/10 | 8/9 | 6/10 | |
| 12/6 | 1/10 | 15/9 | 9/10 | |
| 22/9 | 9/10 | |||
| 21/10 | 10/10 |
Ryan's Own Words
I have noticed Ryan is speaking with more confidence and is better able to tell me what he wants without stopping and starting. I can now see and hear Ryan growing up without silly baby-like behaviour.
Conclusion & Recommendation
The Brain Gym exercises are simple to follow, painless and require only a small time commitment. They have been a wonderful investment and reduced my anxiety about Ryan's educational future. I recommend the process for students in all grades as a regular daily programme.
Professional Recommendation
Throughout the last 20 years, Anke Koelman has dedicated herself to learning many different modalities - she is passionate about healing and learning. These years of experience make her versatile and resourceful. She is, in some sense, a one-stop shop.
Before seeing doctors and/or going on medication, or before resorting to more expensive and hard-core measures like surgery for any problem, I would strongly recommend checking in with someone like Anke. She helped me with nutritional advice, physical ailments (shoulder problems), and study skills and methods.
I have seen her work wonders with kids with learning difficulties - and in some ways she is too good at what she does - her clients only come for 3 or 4 visits, then they are able to move on with their lives and be happy and successful. It's amazing to watch.
The body is an incredibly delicate, interwoven system that it takes someone with a lot of knowledge and experience across many areas to understand it and evolve solutions to specific problems. Anke is an exceptional practitioner and I give her my highest recommendation.
Testimonial for Anke Koelman's work:
The body is an incredibly delicate, interwoven system that it takes someone with a lot of knowledge and experience across many areas to understand it and evolve solutions to specific problems. Anke is an exceptional practitioner and I give her my highest recommendation.
Further case histories
For further case histories, see the case history of Max on the Primitive reflexes page and you can find the case history of Peter as well as more writing examples in the free information booklet: How to Improve Learning.
🔜 Coming Soon
A more specific case history of regressive autism following Autism Recovery Therapy (ART) with DNA and Functional Pathology test results done "before", after 2 years and after 3 years of ART will be posted soon. Keep checking for new posts on this page.
Free half hour introductory consultation
If you would like to talk to me about what I can do for your child, please contact me for a free phone/online consultation.
or by filling in the Enquiries/Booking form provided on this website.
You can also make a booking for a free introductory or paid consultation from the Consultations page.