Scientific references supporting my work to stimulate the analysis of auditory processing, by voice resonance with children experiencing learning disabilities.


References from Neuroscience doctors recognized by renowned scientists


There is always the episode of The Nature Of Things, titled « THE SCIENCE OF THE SENSES : HEARING », which consultation I already recommended during previous visioconferences.

Dr Gabrieli from MIT (Massachusetts Institute of Technology) who had performed a research concerning the time analysis of the engramed sounds of the language.

Dr Michael Merzenich which, with Paula Tallal and Bill Jenkins, created the company named "Scientific Learning" ( and according to their findings, established an electronic auditory re-education program named "Fast For Word".

Furthermore, some readings of their findings are quite popularized and allow a reasonable understanding.

Some reknowned anglophones authors such as Dr Norman Doidge M.D. wrote the book « THE BRAIN THAT CHANGES ITSELF”. The third chapter of the book puts forward the contribution of the 5 senses of which, hearing, which plays a capital role in the transformation of the audio messages.

Another interesting reading : THE BIOLOGY OF BELIEF by Bruce H. Lipton, Ph. D. which very well describe how the human being vibrates to all the energies of the environment. It then relates to the more spiritual, and non religious side of our lives, but as you already know, the communication is global and not divided in closed sections. I am not sure if these authors work have been translated. Still to be verified…


I would suggest that you read this article concerning the link between dyslexia and language disorders.


Finally, in French, a document by the Raymond-Dewar institute titled LE TROUBLE DU TRAITEMENT AUDITIF_TTA



Dr Joël Monzée, Doctor in neurosciences

Certified IBP (Integrated Body Psychotherapy) Psychotherapist.


He works in Montréal and has a great expertise on medical drugs.


Website :

Email :

Telephone : 514-383-8615 extension 228.


I watched the video from the article titled : Gifted children misdiagnosed with ADHD on the site and I strongly suggest that you consult it as well. Please follow this link: Video


I think I will have to give some brief scientific information concerning the efferent, the afferent and the inference at the beginning of our videoconferences, in order to create a better understanding of our learning tools.


Before answering the questions, I think it is relevant and interesting to provide some precisions concerning the biological sequences of the information. In other words, to know the path travelled in our body by all the perceptions of our environment, captured from our 5 senses.


First, let’s start with the definition of certain terms:

A)    Efferent : Nerve or vessel coming out of an organ, a nerve centre.

B)     Afferent : Nerve or vessel coming to an organ, a nerve centre.

C)     Inference : (deduction) Intellectual process by which we travel from one truth to another, considered as such because of its link with the first one.


So, this is our biology path of information. First, senses gather the information of our immediate environment, through the nerves and transfer it to the brain which, thereafter, returns the actions to put forward to the organs, the muscles, the forebrain and to the whole body, in order to adequately answer the messages received.

We can therefore understand the emergency of evaluating each perception before deciding on a neurological issue.


In the book titled « LISTEN, LEARN, SUCCEED », COACH collection, publisher IQ, I have detailed the “Why” of the emergency of evaluating visual and hearing perceptions , which are essential for learning to read, to write, as well as mathematics.

I, then, I explained the “How to” of the auditory re-education process, by the technique of voice resonance in the DVD I made with Michel Comeau and titled “PRÊTER L’OREILLE POUR MIEUX APPRENDRE”. I strongly recommend that you have a look at those two documents you get online on my Web page.


Scenario: Pages 47, 53, 54, 65 and 69 of your book, you show graphics comparing the listening profile of an « ideal » child to the profiles of children with various learning disabilities. Being a science and technology teacher, I especially appreciated this method of presentation. It really helped me understand, for instance, the differences between dysphasia and dyslexia.

Question 1: How did you come to these graphics? In other words, do they come from some literature, or have you made some research? If this is the case, what were the terms if this research?

Answer: Well, here is my long progression! I have read and sought advice and support from people already committed in this research adventure by observation and experience. I have also been supported by the courage of parents in search of an approach that would meet with the reality of their children, instead of accepting a label, which, according to them, did not suit at all their babies they have seen grow and develop normally on several other aspects of their ability. It is important to state that most of these kids are very intelligent and so, when they were young, they made a clear and sharp image of what they have seized from their environment, but feel frustrated in a structure much too slow for their keen intelligence.

Here is an example: A young child holds a cute little kitten. He or she is happy petting it. It is soft and the child loves to hear it purr. This pleasant moment is engraved in his memory using the picture of this little kitten. But, when he starts reading in school he then has to transfer the picture representing the kitten he has already memorized into another picture: KITTEN. What??? Now he has to rewire his memory into a written word that needs to be sounded in order to get the message. For this bright child, this takes too much time. So, he resists! He wants to keep his first image or picture of the kitten…It gives him a better representation of the kitten he loved to play with. Therefore, logically, he has no interest or motivation, as we say, to change his method of operation. Unfortunately, we assess according to the written response (visual) and he does not comply. We then conclude that he has failing grades and we ask him to work overtime in order to fill a gap, while he does not see the need for it. He then takes refuge in his chosen attitude to protect him from this upset and becomes according to our observation: IN OPPOSITION. This is what I call the defence mechanism!

I thought this long digression was necessary at this point, in order to give you the reason for my long progression before writing it in the book you all read and present you with this approach on video. My readings and experiences are ongoing and my greatest hope is to gather together a team of teachers using the same approach, to seriously reduce dropouts and above all, the false belief that medication can counteract the poorly achieved steps of more intellectual learning, which concerns the frontal brain. The latter must be carefully programmed and particularly with great presence, so it will learn the basics of all learning strategies, without having recourse to avoidance or opposition. Success will then be possible.

Question 2: Would it be better to go back to the old methods, when we were teaching sounds to the children of first grade, before teaching them how to write? Would it be useful, instead of using sight words which are first and foremost a visual method?

Answer: I believe it is essential to reinstate the contribution of the auditory in all learning. However, the goal, here, is not to favour one or the other, but to ensure concomitance from one to the other. In other words, it is imperative that, to a sound accurately perceived, the corresponding written form joins in simultaneously and vice-versa. This is how we fight guessing games which always result in failure. Relying on sight words, as you say, primarily stimulates the visual input, because the picture printed behind the word becomes the marker instead of practicing the engram sound allowing the connection to the visual image, the letter. This is why it is harder and harder for students to achieve a good written paper according to their school level, or even their intellectual level. They try to see the words written on their paper without having the pleasure of expressing their ideas. This generates a major stress, since they are at their teacher’s opinion mercy without being able of self assessment, hence without knowing how to recuperate.

It is therefore more comforting to take refuge in our imagination (daydreaming) in order to regain some calm.

Question 3: On a few occasions, in your book, you claim that we must give children with dysfunction of central listening, new listening strategies. How could we use these strategies in our high school classes?

Answer: The same way they use them in primary school. You must adapt them to the students in your presence, which requires you to listen to their feelings and their willingness to absorb your teachings. This openness coming from you will assure them a real presence, instead of an expectation of a precise result. It is very important to keep in mind the fact that teenagers need to tackle in order to stand out. It is hard for them to go from childhood to adult reality. Overcome by their hormones, they have lost all their life markers. No wonder they heckle their most precious environment: their family. School becomes their secondary living environment. There, they manage to acquire another enveloping core: the gang. It remains to see if the gang is valuable or destructive. To listen carefully encourages them to do the same for themselves. In this listening, they will learn. This is our primary role as educators.


I am positive that to reach our goals, we must FORGET THE ANSWER! Let me explain: we are imbued with visual. It is easy for us to notice that our success, as teachers, goes through our children’s right answers (results) at the time of exam. Yes, we have to evaluate our students and count their good answers. But, I insist on the fact that we must recall that this is the last step. The engram of the apprenticeship is made by the repetition of data or concepts in a define structure supporting the strategies.

1. Ensure responsiveness to listening.

2. Time needed to seize the auditory message.

3. Transfer this message into an image or series of images.

4. Store in memory (visual or auditory) the concept or data already captured.

5. Use these concepts as marks, in order to succeed with the inference, essential for the next steps of learning.

Everything becomes integrated by practice or exact repetition of the developed structure. And this is how the Olympic athletes qualify for the games. They still have to perform under major stress if they want to win a medal.


Question 4: In my high-school classes, I often meet students with attention disorders and hyperactivity. What kind of learning strategies do you think I should use to help these students? I have many students in my classes and teaching one-to-one (tutorial) is virtually unthinkable.

Answer: I think that it will become more and more difficult to capture the attention of our teenagers continuously connected to an electronic gadget, which gives them an immediate and interesting image, or picture without having to do anything else but push a button. Unfortunately, there is no button on their gadget allowing them to “zap” the teacher! They become impatient and intolerant. They cannot wait any longer. Nevertheless, I strongly believe that we must stay vigilant to stand firm to the instructions already specified and which students should have already accepted. Never forget that teenagers are searching for new marks to stand out.

This being said, here are some steps to establish, in order to help any learning apprenticeship:

1. Make sure the message or concept has been well captured.

2. Before starting a writing work, verify if they have made a beneficial listening of the concept, in order to keep in mind the pictures or the series of pictures (step by step logic) they will be able to express in accordance with a reasonable sentence structure.

3. Make sure they have well structured their thoughts before starting the written paper.

To do so, forget the answer until all these steps are successfully achieved, because this approach is equivalent to searching their way before jumping into the adventure.

Question 5: Had the thesis claiming that the dysfunctional central listening could be the cause of learning disabilities, been the object of refutation in the scientific world?

Answer: Of course! Everything that comes out of the well-known inevitably experiences controversy, since anyone losing their marks feels a sense of panic towards the unknown. Not only that person needs some logical explanation, but it is necessary for her to find fans of this new way of doing things, or to comprehend a new concept, to make sure she is not seeing things. And she needs time to make her own experience.

What did they say about Christopher Columbus, Freud, the Wright brothers, Alfred Einstein or Bill Gates???

Fortunately, more and more research becomes available to prove it valuable. Please consider browsing through the readings references that I have listed above.

Question 6: Neurologist Rourke (1989) speaks of the non-verbal learning disorder and maintains that it is caused by a dysfunction of the right hemisphere of the brain. Could you please explain more how the rehabilitation of the central listening can contribute as a remedy towards these difficulties, among others, those related to science subjects?

Answer: Yes, it is essential at this point to understand the role of the «Corpus callosum».

As you have read, each of the brain hemispheres plays a specific role in transferring the information. As a matter of fact, I refer to the type role, even if more and more neuro-physicists find out a very important plasticity (characteristic of a very malleable matter) for the brain cells. I am therefore talking about the highway of cerebral information. Since each hemisphere is partly in charge of the global information, it is imperative to be able to go one hemisphere to the other via the «Corpus callosum», which acts as a bridge in this transfer. Therefore, this bridge must be free of traps to be crossed.

The main trap is the fear of failure, which keeps us in a bubble of imaginary protection (right hemisphere of the brain) by avoiding what is causing the anxiety such as: “I don’t know what to do, or how to do it (left hemisphere of the brain).

The next trap is that of a logical structure with inadequate engrams, especially when it comes to more scientific matters. I repeat the steps to ensure that structure:

1.      Markers, indicators, integrated concepts.

2.      The known concept, combined with a logical structure already acquired,

3.      The usage of induction to get to the deductions.

Roughly, this means that, first, we must make sure the student so well captured the message, that he is able to explain it simply, without using formulas he had learned by heart, without understanding its impact. He will then be able to use it to develop his logic.

Scenario: I watched the video and I congratulate you for the outstanding work you are performing with children. Elizabeth suffers from attention deficit and hyperactivity. Your approach with sounds has restored her confidence and had developed her self-esteem..

Question 7: What is the difference between attention deficit disorder with, or without hyperactivity (ADD/H) and the auditory processing disorder (APD)?


Answer: The words « Auditory Processing Disorder” represents the category which contains all profiles described in my book. The attention deficit with, or without, hyperactivity, is the result of the auditory processing disorder. The profile of his listening gives us the accuracy of his problem in analyzing sounds, yet well understood.


That’s it! The profile of deficit attention shows several superimposed frequencies and the hyperactivity one is represented by the crossing of the left ear over the right one at several frequencies. Each of us can explain the shades of the appearances of his auditory processing disorder. It is therefore easy, in front of those distinct profiles, to understand which one we are facing. We often conclude that it is a mental disorder, but the real problem is that the message transmitted to the brain is twisted. Fortunately, the situation is reversible. It becomes essential to deploy all the possible efforts to stop that bad analysis before it gets to the brain.



Question 8: How will I translate your approach in my math class in high school?


Answer: All the steps already mentioned at question and answer #3 must be followed to the letter. Furthermore, the mathematical symbol must be given a privileged position in the integration of mathematical approaches.

There are two possibilities: The student likes maths because the symbols allow him to use his reasoning to find the answers more quickly (he then likes maths and succeeds), or He steps over the message sent by the symbols and tries to guess what he must do with the numbers and keeps failing. Consequently, he hates maths.


Recap: Make sure that the students are able to recognize the message conveyed by the mathematical symbols, before starting with the operations as such. Ex: ½, what does the oblique mean??? Do they know that it replaces the word DIVIDE? This meaning is often forgotten by the student and it causes his uncertainty. It is a dead-end!










Question11: Being deaf at 90% in one ear, I should encounter disorders of the central hearing (since there is no confirmation of the message). But, aside from recurring stiff neck, I have not suffered from communication or learning problems.

Answer: The human body always operates in a way to correct a gap. The brain organizes itself to readjust it way of operating in order to restore the defective function. I don’t know the cause of the deafness in your ear, but if you did not suffer from auditory processing dysfunction from the beginning, your good ear will adapt to the situation. It is not because you are having a hearing loss that you will have, ipso facto, a problem with the processing of what your good ear enables you to hear.

Question 12: Do you have practical tips for teachers with students, within a group, suffering from hearing disorders and requiring an interpreter or hearing aids? How can we help them to keep focus and concentration? I noticed that it was hard for them (with hearing aids, ambient noises, distortion) and that it required more efforts as opposed to other students already facing difficulties, but without any specific problem.

Answer: Unfortunately, I have never worked with students experiencing hearing loss. I do not have an appropriate answer. What I can tell you though is that a teacher working with them, had learned the sign language and was using it at the same time as her normal language. Otherwise, experienced interpreters are required to intervene in order to make the quality of their works equivalent to their intellectual abilities, because using a handicap to minimize our commitment to success, always generates a harmful defence mechanism. This mechanism puts in place an immediate secondary benefit which, on a long run, seriously slows down the normal development of the student. If, on the other hand, you are talking about students with learning disorder, caused by auditory processing dysfunction with profile support, I invite you to read the answer to question 4.

Question 13: Do you thing that a technique such as yours could help a 3 year old child who has a slight difficulty in speaking, because his lingual frenulum is too short? Doctors refuse to cut it for the moment, but we can already note that he already has a slight language disorder.

Answer: Normally, until the age of 3, we should not worry about a slight language disorder, because the development of the various biological functions of the body is organized according to their whims. But, at 3, one must be vigilant and observe its development. Now, concerning this particular child, you must absolutely talk to the doctor and ask him the reason of his choice of non-intervention, especially if he also realizes the great difficulty the child encounters to clearly pronounce the words for which he already captured the meaning. With this information in hand, you will be able to evaluate his words, according to your experience. If you don’t agree with the diagnostic, seek another advice. If the doctor believes that the child only needs a more sustained stimulation, then, start repeating the babbling sounds babies spontaneously make to capture and place them. If, by 3 years old, nothing has changed, he will need a sustained follow-up in speech therapy or osteophony, such as I practice. You are right to worry, but don’t worry too much. It will always be time to intervene. I agree with you, you should not let go. Good luck!

Question 14: I come from a scientific environment and my involvement in science education is for me like a second career. I was taught all along the scientific strictness. I am thinking of inculcating this primordial notion to my future students. I think that any treatment or technique must show a minimum of quantifiable results, even if light, moderated etc…to be usable. Therefore, when you mention at page 116 of your book, that you can establish a success rating, I would like you to specify more deeply your position, except from the fact that everyone story is different from any other.

Answer. It is true that this is a statistic that enlightens the benefits of this approach. Why didn’t I do it, even if I knew it was necessary? Because I do not have time to do the work of establishing this statistic, and I am not an objective person to do this type of analysis. The reason for that is very simple. When someone comes to me for an intervention with a child encountering difficulties, he/she becomes my priority. I am willing to pay anyone interested in establishing that data, in a serious and scientific way. Are you ready to do it?

Question 15: Since everything moves so fast in our modern society and our teenagers in high-school are steadily very much visually stimulated (Internet, portable phones, television etc…) and they are used to live in a noisy environment, do you think they had lost the ability to listen and that, one of these days, it will badly affect their studies?

Answer: I am positive it will! Why? Because it is by listening that we create an image or a picture that will enable us to store a concept or a notion already captured in our memory. I am transferring you the information that I have given before and I will complete it at the end, in order to precise how the students, always in front of a perfect and immediate image, loose their ability to create it. Here is the answer already shared:

As you have read, each of the brain hemispheres plays a specific role in transferring the information. As a matter of fact, I refer to the type role, even if more and more neuro-physicists find out a very important plasticity (characteristic of a very malleable matter) for the brain cells. I am therefore talking about the highway of cerebral information. Since each hemisphere is partly in charge of the global information, it is imperative to be able to go one hemisphere to the other via the «Corpus callosum», which acts as a bridge in this transfer. Therefore, this bridge must be free of traps to be crossed.

The main trap is the fear of failure, which keeps us in a bubble of imaginary protection (right hemisphere of the brain) by avoiding what is causing the anxiety such as: “I don’t know what to do, or how to do it (left hemisphere of the brain). The next trap is that of a logical structure with inadequate engrams, especially when it comes to more scientific matters

(This is the reason why medication is so popular; it anaesthetizes this paralyzing emotion in front of the incapability to manage the approach of elaborating a solution).

Furthermore, since the brain only works with images, it is very good that we feed it at a steady pace. It has nothing to do by itself. The left hemisphere of the brain is on vacation. The student becomes addicted to his contraptions, because the right hemisphere of his brain is constantly looking for the image. What can we do to benefit from these useful inventions as our way of communicating tonight, without having to change place and still elaborate approaches contributing to the creation of our own images to structure and express our personal thoughts of creativity?

I repeat the steps to ensure that structure:

4.      The marks,

5.      The known concept, combined with a logical structure already acquired,

6.      The usage of induction to get to the deductions.

Roughly, this means that, first, we must make sure the student so well captured the message, that he is able to explain it simply, without using formulas he had learned by heart, without understanding its impact. He will then be able to use it to develop his logic.

Question 16: Do you have any tips to give to parents to help them identify a hearing impairment before the children school age?

Answer: Yes! Always look for a gesture or an attitude to make sure there is progress. Often, the repetition of an experiment will give the youngster a good fluidity in any ability he will develop all through his childhood. Here is an example of behaviour or physical attitude you must observe:

(1) A child who, too often, trips or hurts himself against a door or a piece of furniture. At the beginning, it is quite normal. However, if the situation persists, it would be imperative to check his semi-circular channels are causing this lack of balance. The car or sea sickness (movement) is also a potential hint. It is the same thing for the loss of mittens.

(2) Also, when the child is learning new words, it is normal that he does not articulate them well, or that he has problems pronouncing some sounds properly. Do not forget that practice alleviates the difficulties. If they persist, consult! Here is an example: We are teaching a child to say BUTTERFLY. If, some time later he tries to repeat the word and says FUTHERBLY, watch carefully!

(3) He might have trouble analyzing the sequences of the sounds he still pronounces well. The best observers remain the parents, present at stages of their child’s development

FOLLOW YOUR INTUITION! It is the right hemisphere of your brain that is talking to you. Then, consult and evaluate the situation depending on the indicators you are suggested to observe. It is the left hemisphere of your brain that is talking to you!

Question 17: I would like to know if, for teachers in presence of a case of attention deficit, and mainly when it is the case for 2 or 3 children in a class of 30, to overcome the problem? As far as you indicate that it is necessary to slowly give brief indicators, in order for them to assimilate the information, it is then possible to loose more gifted students.


Answer: I am very conscious that a teacher cannot make a therapeutic intervention within his class time. He must then deal with 30 students and their own personal needs.

Nevertheless, it is necessary to organize the group so that mutual aid, within a small team, becomes a stimulation for each participant as long as they are all PARTICIPANTS. There is no question about the fact that a more gifted student must pay for the throes of a student with difficulties. This student must do his best to bring forward his ability, especially his ability to listen, in order to install the marks of listening in a time and space that will enable him to structure his thoughts, as well as his work.

Question 18 (behaviour): I teach the youth sector in special education and I face students with behaviours I often judge as threatening for me s a teacher. How could I use the information concerning central listening in a way to feel secure about my concerns, in front of these 15 to 18 years old students?

Answer: I know the sector because I thought there for almost 10 years. I know for a fact that some behaviour appear for no reason and without notice. You are therefore exposed to be the target of these unacceptable actions. Is there an intervention protocol already in place at the school where you teach? If so, may I recommend that you let your students know about it and to make them go through that protocol like they do in all the schools, with fire drills. Once this information well understood by your students, put in place a very simple and precise protocol with the support of practices and show a firm attitude while being receptive to their feeling, yours and most of all, to your way of life which should radiate a strong confidence in yourself, the protocol and them. To convince them, make sure you never depart from that protocol. Their safety will then be boosted as well as yours. It is very important to capture how these reactions are often triggered by an emotion they cannot control (fear, anxiety, feeling of incompetence). It is therefore essential for you to manage the crisis by using the integrated concepts these children need to integrate in order to better react and manage that painful moment.

To integrate the rest of the listening strategies I recommend within a group, I recopy the answer to question number 3, which I already gave, even if the question concerned high-school. Furthermore, these students in special education need even more to feel secure in a strong structure outside of their families, even if the said families are viable. Here are two texts that will complete my answer:

The first one: I believe it is essential to reinstate the contribution of the auditory aspect to all apprenticeships. However, the goal is not to favour one or the other, but to ensure the concomitance from one another. In other words, it is necessary that: to a sound properly captured, the corresponding script be simultaneously associated and vice-versa. This is the way to fight guessing games which always lead to failure. As you say, trusting the sight words, primarily stimulates the visual contribution, because the image behind the word becomes the marker used instead of using the engram sound allowing to return to the visual image. This is also the reason why students are experiencing more and more difficulties in trying to produce a successful written production at their school level, and even at their intellectual level. They are looking for words written on their paper without having the pleasure of hearing themselves express their thoughts. This generates an important stress, since they are at the mercy of their teacher’s opinion without being able to evaluate themselves and therefore, without being able to recuperate themselves. Hence, it is more comforting to take refuge in our imagination (the moon), in order to find some kind of a calm.

The second one: We still have to adapt them to our students in our presence, which requires, from the teacher to be aware of the perception the student gets from his body, in order to ensure a real presence instead of the expectation of accurate results. It is very important to keep in mind that teenagers need to confront themselves if they want to be differentiated from the others. It is very hard for them to switch from childhood to the adult life. Overcome by their hormones, they have lost all their integrated concepts of life. No wonder they mess around with their most precious environment: their family and their secondary circle of life: school, where they manage to build another encircling nucleus: the gang. It still has to be determined if the gang is worthwile or destructive. To listen carefully encourages them to do the same for themselves. In this listening, they will learn. This is our primary role as educators. I am positive that to reach our goals, we must FORGET THE ANSWER! Let me explain: we are imbued with visual. It is easy for us to notice that our success, as teachers, goes through our children’s right answers (results) at the time of exam. Yes, we have to evaluate our students and count their good answers. But, I insist on the fact that we must recall that this is the last step. The engram of the apprenticeship is made by the repetition of data or concepts in a define structure supporting the strategies.

1. Ensure responsiveness to listening.

2. Time needed to seize the auditory message.

3. Transfer this message into an image or series of images.

4. Store in memory (visual or auditory) the concept or data already captured.

5. Use these concepts as marks, in order to succeed with the inference, essential for the next steps of learning.

Everything becomes integrated by practice or exact repetition of the developed structure. And this is how the Olympic athletes qualify for the games. They still have to perform under major stress if they want to win a medal.

Question 19: On page 98 of your book, you say « Using many languages around a child will not cause learning problems. We just give them enough time…». How do you adapt your approach to immigrant children for who French is a second language?

Answer: At the time of birth, the infant auditory spectrum is very broad. In this manner, he learns how to make the relevant sounds vibrate and to place them in the appropriate space of his body. He will know how to recuperate these sounds later and reproduce them, particular tones of his mother’s tongue he already tamed in utero through the vibration of his mother’s voice. If the infant is in contact with more than one language, while his auditory spectrum is still very broad, he will place each sound of each language he hears in the appropriate space of his body. With time and ongoing repetition of these special vibrations of each of the languages heard, he will learn each of the languages, respecting its right and distinct vibration. He will then become polyglot without any accent because he would have placed each sound of each language in the appropriate bandwith. The only thing left is to give him enough time to place all those sounds in the proper soundtrack while attaching the respective meaning of each word he had learned. It is a very precious investment to be able to benefit from that broad auditory spectrum, because, if not used, nature will get rid of it, since it only keeps what its needs. This is the reason why adults, learning a new language, know the words and the grammar, but are unable to pronounce the words with the right vibration. They articulate them in the soundtrack of the language the learned when they were very young and this is the reason why we say they have an accent.

To teach French to immigrants, I invite you to start by making them listen to the vibration of each French sound (as babies do with their mumbling), instead of giving them vocabulary to memorize.

Question 20: Was there any counterexample to validate your words? I mean, were tests made on central listening for students succeeding to confirm that learning disabilities really come from dysfunction.

Answer: I have never made an evaluation of an entire class to prove it, but, on the other hand, I often had to do it following a request from parents worried by the school results of their children. When the profile does not indicate an auditory processing dysfunction, I refer them to a psychologist to allow the child to detect what is stressing him in his life and slows down the listening strategies essential to his success.

Question 21: Has the dysfunction of the school a link with the behaviour of the students?

Answer: Of course! Young children are bombarded by stimuli coming from their environment. Remember: CHILDREN ARE IN THEIR BODIES. They have radars that we had let go when it became obvious that our logic, once installed in our forebrain, could achieve the function with more objectivity, according to the situations. If the child must be at school every day in a stressful environment, he will protect himself against it. He will use many subterfuges to avoid a pain he cannot manage properly.

Question 22: Concerning the listening analysis for hyperactive children, where a “zigzag curve” has been detected, you have concluded that, since the ear has a crucial role in the balance level, “these children were in constant motion because they were always afraid that they might fall” (p. 69). I was wondering if you had specific evidences to support this somewhat surprising hypothesis, since the equilibrium mechanism located in the inner ear is separate from the mechanism of the auditory perception.

Answer: The inner ear is divided in two parts: The cochlea which analyses the height of the sounds captured and the semicircular channels which maintain our balance in space. Furthermore, these channels tell us WHERE the sound comes FROM. Once the analysis completed by the inner ear, the result is dispatched to the brain. The brain, once informed, will return to the body the movement or behaviour it will have to adjust to recuperate its balance. This is the way to the information of our biology, as I mentioned at the beginning of this video-conference. On top of this reality, we must add the stress of this light unsteadiness and we get a destabilize student. For the student, it is soothing to get rid of this discomfort feeling by a motion. For us, only watching the motion, it is hard to put ourselves in his shoes. It becomes therefore almost impossible for us to assess his true reality. Since we are in search of an intelligent response, we do not have the same premises as the child which feels uncomfortable in a much too static position. It is now our turn to be unbalanced. How can we remedy to this situation? Everyone must listen in order to find the option acceptable for all.

The observation of their profile gives us a confirmation of their difficulty to stay put for long minutes while the class is not yet completed. To get back to your question, the function of the circular channels is really distinct from the one of the cochlea, but the global result always influences the listening system, which is always worried about protecting itself from an experienced or potential pain.

Question 23: I would like to get more details about the taking of data at the time of tests for central listening and their air listening grids. I understand that these show the differences in perception between the left ear and the right ear, but I would really like to know in concrete terms how we can get to the illustrated curves for each of the difficulties related to the dysfunction of the central listening. In other words, I would like to have more details concerning the process used to reach these results.

Answer: The evaluation of central listening, or in other words, the analysis of auditory processing, is performed with an audiogram like the one used by audiologists in a soundproof booth. We proceed in the same manner.

How do I get to these profiles? By superimposing the results collected from both ears on the same graphic. In medical environment, the results for each ear is registered on a separate graphic, and a more deeply analysis is performed about the quality and the tonus of the tissues. Our conclusions are always the same. I use the profiles presented in my book, because they make it easier for us to read the real problem with the analysis of the sounds captured and because the allow us to better target our interventions to stimulate that ear to recover.


Question 24: Can I presume that my 11 year old daughter has a diversified listening strategy due to the fact that she speaks 4 languages? (French/English/Arabic/Spanish)


ANSWER: Exactly! She had kept 4 soundtracks opened to vibrations of 4 languages and culture. She has therefore 4 ways of capturing and especially to resound with the acoustic realities enabling her to capture different messages with open-mindedness and accuracy. It is true that the integration of these 4 languages will take a bit longer, but the benefits will be numerous.



Scenario : One of my students is experiencing some motor difficulties which particularly prevent him to express himself clearly with speech. The enunciation of words is laborious and complicated by a slight stuttering (sometimes, I can only understand one word out of four or five)


Question 25: Is it an error on my part to complete, sometimes, the sentences for him (by deducting that he wants to communicate) in order to accelerate our exchanges?


ANSWER: All depends on Olivier’s feelings at the time of your deductions. If he is relieved because he does not have to continue to struggle anymore with these laudable but tiring efforts to express his thoughts, it is perfect to complete the sentences for him

On the other hand, if he is frustrated because he feels inadequate or not respected, then, I suggest that you have a clear and simple conversation with him, to know what kind of intervention he would like to enable him to reduce his stress, which inevitably increases his stuttering.

Unfortunately, we do not really know what causes stuttering. Some similarities have been compiled such as a) stuttering suddenly appears with a child around the age of 4 b) a psychological trauma often triggers it, but mainly, c) an echo takes place in the inner ear, making the sound to be repeated without being able to control it. Some clinics are equipped with techniques to overcome stuttering, but, at the moment, the disappearance of the problem is not possible.

Scenario: I have often met students with dyslexia quotations. At the school board where I work, we have a special way of operation with these students, which consists in elaborating an intervention plan just for them. It normally allows them an extra hour to proceed with their evaluation of reading and writing. Because of lack of budget at the school, we cannot hire a speech therapist, nor staff for individual learning support to help them. That extra hour is therefore for them the only differentiation. Nevertheless, in light of what I read in your book «Listen, Learn, Succeed”, I am wondering if this is the real way to help them succeed. In other words:

Question 26: Can the fact of giving extra time to dyslexic students at the time of their evaluation really make a difference

ANSWER: NO! The main difficulty for dyslexic students is to find useful vindicators for a way to success. It is therefore important to always dedicate more time to help them develop strategies based on profitable indicators in the development of this way to success. We must use this extra time to integrate indicators, not at the time of evaluation, but at the time of learning. For instance, always ask the same questions with the same words. It could start with *I am looking for”, *I know” *I start with?. so that these indicators give them a structure which does not have to be re-organized for each step of the evaluation. I think that this is the reason why they have a hard time completing an evaluation within the dedicated time. Of course, this privilege should never be withdrawn because, even if it has nothing to so with their success, if they don’t have the markers to structure their answers, they, at least, have the conviction to reduce the stress of failure linked to their schedule, which help them keep their focus on what has to be done.


Question 27: What do you think of the homogeneous groups we now find in our schools. Are you in favour or against that kind of grouping schools are making. At my school we have the studies-sports group, the enriched group and the project-success group.


ANSWER: Each student needs to put lots of efforts to succeed. If a group meets with his goals, his talents, his interests, stimulates him to excel in order to achieve his goals for academic success, well, he is on his way to success. BRAVO!

Furthermore, I sincerely believe that every student has his own DNA. He can not avoid it. Let’s respect this. Take my son for instance. During the first half of level 3 in high school, he falls in love with the theatre activity offered at his school. Like any other teenager, he tries to shine. He puts so much in the activity that he ends up with a failure in French on his first report. He tries to justify himself saying he does not have to do all the homework because he plays theatre in FRENCH. OOPPSSSS!

I gave him his report after an honest and simple conversation and telling him: “This school has academic success for goal. If you fail your exams, you will be expelled and Goodbye theatre. It is all up to you!”

He found a way to do it all, invested himself in it and, not only had he found success in classes, but found his way in committing himself to also become a well appreciated actor by his theatre teacher! Standing ovation at the end of the show by the end of the scholar year! He had found a way to distinguish himself, not by demolishing, but creating.

Isn’t this our goal as education professionals?


Question 27: Is it possible to detect dyslexia or any other language disorders within the young allophones? Since I am in charge of the French language this year in my school, it would be an asset to be able to recognize these various difficulties in a young immigrant learning a new language


ANSWER: Since dyslexic people have a hard time to find profitable indicators to well structure what they have to do, this problem is also present in their mother tongue. On the other hand, if you can talk in his mother tongue, you will not be able to detect his problem by his spontaneous expression. What I think possible, is that he cannot place the vibration appropriate to the second language within the soundtrack of his mother tongue. If you teach to students in high school, their reaction is to oppose the fact that you are taking them out of their comfort zone, the soundtrack of their mother tongue. You must then create new sound games in order to make them like developing another way of transmit the sounds specific to the language you try to teach them. I suggest that you forget the visual aspect. Get rid of the books and create new game sounds conversations, without necessarily make them realize they can be part of a conversation, without knowing all the words or rules of this new language. The fear of failure shut the ears….Open their listening by the pleasure of discovering! Have fun with them!



Scenario: As a teacher, I feel I don’t know much about learning disabilities my students can have, considering that these students with specific needs (usage of a computer at the time of evaluation, extra time for the exams…) are more and more numerous in our classes, since they have been diagnosed (sometimes late. I have a student in secondary 5 who had major learning disabilities and who has recently been diagnosed with dyslexia).



Question 28: Should teachers be trained further to face these situations?
Don’t you think it is the reality they will have to face soon?


ANSWER: This reality has always been part of the teachers’ experience. We must all be tuned in at all times to find out what causes a student to have problems, by using the results as an indicator, and not as a proof to conclude what the problem is, because we would then fall in morality and judgement and conclude by an almost indelible verdict.


What seems to greatly increase the number of students with learning disabilities comes from the fact that everything is presented visually and we grant less room to listening in the learning process. It is true that we speak and use sounds to make ourselves understood, but how many approaches are presented with only the image? Furthermore, our society is too much concerned by the visual presentation (the look, screens of all kinds, the answer we can visually evaluate without really caring about the message or the experience contained in the emotion transmitted by the tone of the voice…the melody of it and even the fluidity of our movements, even just our calligraphy.

To give electronic tools, or more time, to a student with learning disabilities does not make up for his problem if he does not have a structure to benefit from it. When a typewriter was the only tool facilitating the lecture of our homework by our teachers, it was not of great use if one did not know how to use it properly. So, even if the tool has been improved, how can it ease our life if we still do not know how to use it properly?” In my opinion, we are deluding ourselves, we justify ourselves to help them by granting them these privileges, but I mainly think that we contribute to increase discouragement of these students. It is my most pertinent explanation concerning the dazzling increase of dropouts.


Question 29: In your introduction, you refer to different psychiatric and psychological theories already in place in the medical world. I was wondering how the medical field (psychiatrists or psychologists) reacted to your experiments when you first started. With suspicion or curiosity? Did you feel any kind of opening towards your theories? And how about the education field? Were they skeptical?

ANSWER: Trying to change a paradigm in any given field, will always cause mistrust, controversy and especially contempt. Claiming that the earth is round, that the subconscious influences us, that it is possible to build a device that can fly, or that spirituality exists, brings its message to live with the pain of being misunderstood, the ostracisassion, discrimination, jail, and even death. I was lucky not to undergo the throes triggered by the anxiety and the trouble caused by these discoveries, but I have not been spared. I must admit that, sometimes, it is hard to be alone at the front, because I have been trying for over 26 years now to convince people of my words, but not so many people have had the courage to support me in my approach, except for some contributors interested in sharing it to make you benefit from it.

I don’t give up hope and I keep on going with my approach, while hoping that a sympathetic ear opens to my proposal of helping pedagogy to evaluate.


Question 30: I understand that you take care of children and teenagers in majority. Since I teach in adult education program, I was wondering if, sometimes, adults knock at your door. If so, is it harder to deal with them since they have been living with their problems for so long?

ANSWER: The difficulty remains the same for the young and old people. If they are not ready to change their way of doing, they will resist and the process of hearing re-education will simply take more time and will be more demanding for everyone. This is the reason why it is essential to demonstrate ourselves how being able to listen opens many doors on unexpected opportunities.

Question 31: Focussing on the engrams and the cellular memory to try to identify the causes of CAPD (central auditory processing disorder), didn’t you never think of the impact your work could have on its reception by the scientific community? How, compared with the suggested resolutions of the problem, the establishment of causes referring to engrams and cellular memory is your approach pertinent? Has your belief in the truth of these phenomena changed your way of dealing with CAPD? If so, how?

ANSWER: If I understand what you just said, you would like to know if my understanding of the impact of a dysfunction to analyze a sound well captured changed my way of teaching? COMPLETELY

While analyzing the profile of the student listening, it is quite easy to detect where the closing occurs and how the internal ear must be stimulated in order to recuperate its maximum capacity. If the closing occurs with high frequencies, it will be necessary to start by defining the trauma that triggered this suffering cellular memory and thus depriving the student of the correctness of the information captured from his environment.

You are right to say that the scientific community, based on visual observations, recorded after a questionnaire, feels disorganized after reading your comments, because they can only use the conclusions following these results. Fortunately, research shows more that we must consider our ways of transmitting to the brain the information, not only from the eyes, But also from the other senses our biology improved in order to maximize the understanding of our experience.


If you read English, Mrs Lafleur will send you through IT the readings I suggest and which strengthen the need of better understanding how we learn. The more detailed site is called “The new science of Learning ». Even this week, during Dr Oz program, a well reknown American psychiatrist, Dr Hallowell, detailed the dangers of medicating a student for which the drug is unnecessary following a more Exhaustive analysis of his problem. He was uncompromising in denouncing the doctors who prescribe this medication requested by a teacher willing to calm the student, claiming he would better succeed. He, himself, talks in his book that I will give you as a reference, about the benefits of the listening method implemented by Dr Tomatis. Let’s find the avenues profitable to the student since he must put a lot of effort in order to succeed.


Scenario: I teach in a private school where, traditionally, there were few students experiencing these problems. On the other hand, we accept more and more students with severe learning disabilities or specific needs requiring professional help, but, as far as the teachers are concerned, we are not necessarily well trained to accommodate them properly and react in case of problems.


Question 32: What do you suggest to help teachers like me manage the integration of increasing students with specific needs in the regular private schools.


ANSWER: First, forget the answer! Instead, try to give the students the markers, the notions and the steps that will lead them to find the answer. While doing it, make sure they so well captured the message behind all this, that they will be able to pronounce a clear and detailed speech on the way they had chosen to follow to get a valid answer.


Secondly, make sure they took the time before answering, to create the picture they want to transmit with their explanations. Do not settle for a drawing or an example, because, this manner of acting refers to visual without taking into consideration the essential contribution of the auditory message related to the image put forward.


You have read that the eyes and the ears must work together to dispatch their respective perceptions in a concomitant way. Imagine your two feet successively activating the pedal of the bicycle. This is what gives our cyclist a continuous and especially balanced movement, ensuring him to get to his destination without pitfalls

Scenario: In my class, we count a few students with learning disabilities. For instance, one of my hyperactive students takes a drug called «Ritalin». However, if he does not take his medication, this student moves around the classroom without permission, shakes his arms and legs while working, plays with things unrelated to what he is doing, talks when it is not his turn to do so. His parents also describe him as « acting under the impulse of a motor », « unable to stay put » and “talking in an excessive way”.

Question 33: Then, as a teacher responsible for several students in a room, how can I intervene with him without his medication? In other words, how can I adapt my education in order for that student to listen to the instructions given in class?

ANSWER: This is the question of the century! A diagnosis should only be made for these children after a serial of tests, in order to clarify the cause of his hyperactivity. Some children really need to be medicated, but it is the minority. It is therefore essential to take the time necessary to evaluate the situation with psycho neurology, magnetic resonance, hormonal imbalance, chemical etc…I know. It is almost impossible with the reality of our Health System. We cut to the shortest and settle for a questionnaire on the observable symptoms, to compile them and deduce a number exceeding the standard set and conclude to the need of seeing a doctor to get some « RITALIN » or another drug of the same type.

I do not intend to denigrate this medication, but I think that it has so many side effects that we must be very vigilant with children who are taking it. I deplore the fact that we justify and insist that a disturbing student takes it to make it easier for teachers and to make sure that the program established for the present session is all covered. I have quite often met with parents totally helpless because their child’s teacher, supported by the school board, was returning the student home to take his medication!!!

I, then, inform the parents that they are the prime responsible of their children before the law except, if they have been declared unfit or neglectful. However, they do not dare to interfere because they fear that their children will be pointed at and that the war will be ongoing. This suffering is striking for any person living with that problem. It became a social problem. We must work together and change our way of responding to that scourge, because the future does not augur well. I am convinced that an auditory re-education becomes an intervention allowing this child, or young adult, to recover his ability to analyze the sound information to better manage the information generated by his environment.

It is an elementary explanation I am giving you, to better understand the vision of several specialists who seriously look into the problem. May I suggest some readings in appendix and Mrs Lafleur will forward them to you after these video-conferences. But to know if the medication should be considered, I suggest that you read a book written by Dr Edward M. Hallowell and John J. Ratey, both psychiatrists well known for their team work they put forward to efficiently counter hyperactivity.

Question 34: In one of my classes, if a kid who acts in this manner, it is some other. Therefore, clearly, what would be a good start when facing such a group in view of slightly changing where the wind comes from.

ANSWER: Good question! Here, the first ingredient is your own listening. What do you get from this disturbing group? From there, you will be able to determine if your students stimulate each other in order to stand out and prove themselves above your demands, or if you really have to manage your class according several learning disabilities.

In the first case, you clarify and inform the students of the way you will proceed, your requirements and how you will intervene if necessary. Be firm but respect them at the time when you apply your discipline without any negotiation, except for extreme cases.

In the second case, using your creativity, assess where your students stand and educate them on the listening of messages (meaning of the instructions) and on the listening of ideas. Afterwards, you insist on the steps to follow rigorously. Warning! Do not believe that these students can structure themselves. As a matter of fact, if they have listening difficulties, what can they hang on to? They have no valid indicators to follow. Do not worry! If you take a respectful approach, you will not aggravate them by insisting on the approach you have installed. I, myself, insist on my approach of success. Here it is:



1. I stay quiet

2. I listen to the instructions

3. I listen to my own ideas

4. I execute each step.

Feel no remorse to be the captain on board!

Scenario: In your book, you say that, in a case of attention deficit, you consider this problem as a listening disability where both ears capture the sound simultaneously. This creates confusion at the reception, while slowing the message received. The attention deficit disorder (ADD) with, or without, hyperactivity, according to al the training I had on the matter, is not a disease….it is a neurological disorder and it generates an insufficiency of specific cerebral chemicals (neurotransmitters) which help the brain to organize and manage the thinking and the behaviour.

Question 35: Do you think that the fact of rehabilitating the listening (50 hours) can get rid of attention deficit disorder in a child?

ANSWER: The term listening disorder calls for a reality where the « normal » is disrupted, as opposed to the melody of listening where the synchronism generates a profitable harmony. As for the diagnosis of Attention Deficit with, or without, hyperactivity, we must be vigilant in order to discover its cause. Indeed, it could be caused by a neurological disorder, but also by a chemical imbalance, an auditory dysfunction, a psychological trauma. It is imperative to find its cause. On the other hand, even for a neurological disorder such as a dysphasia consequent to a stroke, it remains essential to ensure a maximum stimulation of all the neurological circuits to try to recover the well-being of the patient as much as possible. Among the list of suggested references, read about the findings concerning brain plasticity. The future of this discovery is very promising.

Scenario: At all times, we have heard that motivation was essential to succeed. Famous sentences such as:

 « One does not only have to be good to succeed, but motivated and persistent. »

 « When there is a will, there is a way. »

 « Genius represents 1% of inspiration and 99% of sweat. »

 Researchers, as well as contributors interested in underperformance, are conscious of the fundamental role played by motivation as a determinant factor of performance and it is by the absence of the latter that a poor performance is frequently attributed to the underachievers gifted children (Clark, 1979; Janos and Robinson, 1985).

You say in your book that, as opposed to the popular belief, motivation does not generate success, but the other way around.

Question 36: I would like you to elaborate some more on this topic, because I can see that your child’s problems and your desire to bring forward a solution had motivated you to write your best seller.

Does you theory apply to all children, without any exception, or only to children with specific problems (psychomotor, etc.)?


Scenario: Your theory on the proximity of the children with their parents (the mother in particular) and the capacity (intuition included) of the mother to detect and understand her child’s difficulties make me realize the capital role of the parents in their child’s development. By helping the child to correct his/her problem and by creating a motivation in the child to better achieve, necessarily creates a chain reaction.

Sub-question: Therefore, how do you see the role of the teachers versus the one of the parents concerning the intrinsic motivation of the children in general, with or without difficulties?

ANSWER: I often say that a child not motivated by life will die.

Simply, this is what I mean: The animal survival instinct enables us to evaluate an urgent situation and therefore perform an immediate action favouring our survival, without even thinking for a split second. Voilà! Our biology transmits us the necessary nerve impulse in order to stay alive. If, instead of protecting the life by defeating what may cause death, we want to protect ourselves from a specific suffering, for instance failure, then we would use all our energy, all our knowledge to establish some behaviour or some actions, to succeed with our protection project. This is our priority! There is where I invest my motivation. At that moment, the learning takes second place. Nothing will make me change the option, as long as I will be on the look-out for the suffering of failure.

The children throwing a tantrum because they refuse to do their homework, always have a good emotional reason. They are afraid of failure, afraid of being reprimanded, or to be told that they are…(negative words), or that their mother will not take care of them if they do their homework alone…..and what else? They are motivated to PROTECT THEMSELVES AGAINST SOME KIND OF SUFFERING! For them, they succeeded. For us, knowing that they are intelligent, we have another priority: make sure that our students succeed, and also for all kinds of reasons. We now embark in a war of defence mechanisms. It is called opposition!

We are right to say that if the child is not motivated, he/she will not succeed On the other hand, I would like to clarify the fact that “if the student is motivated to survive (protection against a suffering), they cannot be motivated towards life (learning success, essential to their success and their evolution).” This is the reason why I believe it is a priority to listen to what our students put forward in an action rather than another. I believe it is very important for the parent, as well as the teacher, to properly seize this reality specific to the student. We are then favouring a quality communication. It, therefore, favour a solution acceptable to all. This is the essential cooperation for success.


Scenario: I must talk about students called "hyperactive" and medicated. Fortunately, many parents collaborate with the teachers.

Question 37: How can we, every day teachers, contribute in enhancing the school system (starting with small steps) in order to counter prejudice against children with difficulties/hyperactive? We can detect them, but how to well collaborate with the school specialists?

ANSWER: You encourage me! Thank you! The answer lies in your question. We must join as a team! Everyone brings their expertise, their creativity and their objectives to DOUBLE UP OUR EFFORTS FOR THE SUCCESS OF OUR CHILDREN. Maximize access to knowledge, to structures, to tools in the listening and the sharing in compassion! That is my motivation!


Scenario: I teach a regular class, but I meet students with attention deficit, with or without hyperactivity. After reading your book, I noticed that you had split those two learning disabilities in the sense that there were differences in their respective curve. In fact, the curve of the profile for a child with attention deficit is a superimposition of the perception of sounds with the same decibels for both ears. Consequently, the right ear is no longer the directing ear and it creates confusion on the reception of the information. On the other side, the curve of the profile for a child with hyperactivity is characterized by an alternately perception of the sounds.

Question 38: What is the description of the curve for a child suffering from attention deficit WITH hyperactivity?

ANSWER: A mixed curve. This means that 2 or 3 surrounding frequencies show an attention deficit, and 2 or 3 frequencies further it shows dyslexia. It is almost impossible to give you an invariable description since each curve represents the profile of the assessed individual according to its own ways of trying to adapt. This is the reason why the reading of these profiles is part of the course of the second year of training. We must establish all the indicators needed for the reading of the personal profile of each student.

Question 39: What are the listening strategies to put in place within a classroom a child with attention deficit? Hyperactivity?

Scenario: We stimulate more the visual perception than the auditory one with children. They are looking for an immediate satisfaction and they do not develop their listening to create an image by themselves with the screens.

This brought me a questioning concerning the smart white board. Although it touches several senses, we must admit that there are lots of visual stimulations.

ANSWER: I sincerely believe that any visual means, not supported by an appropriate and just listening of the messages carried by that image, gives the student hope to succeed. If the learning difficulty lies in a dysfunction of the analysis of the auditory processing, trying to divert the cause of the problem to try to save time, money, or stick to what we know without venturing out off the beaten track, will not change the initial problem. Let’s be brave! Let’s just admit that everything we have tried so far did not solve a thing.

We must also recognize the fact that, in almost all the schools, there is a profound discontentment which increases as we abandon the moments of calm, reflection, compassion and respect towards each other, to make way for attractive, exciting knick-knacks, or inappropriate behaviour glorified on TV and which will never replace the deep satisfaction of a job well done. Mind you, I am not only speaking of the winners, but of any progress enabling us to reach our full potential. For some, it means a gold medal. For others, it is to participate and give the maximum. Let’s applaud all those who surpass themselves, share themselves and make a difference for their community. We will be less inclined to criticize, judge, sentence those who do not meet with our pre-established criteria, because, as far as I am concerned, any accusation generates an urgent need of defence among the accused, and a need to use their intelligence to protect themselves, instead of standing out in a healthy manner.



Question 40: I am not talking here of re-education, but of concrete examples to put into practice. For instance, it is said in my book that a word the child has already read in the question should not be pointed out in a text, but that they must be driven to concern themselves about the listening of that word. How can this be achieved?

ANSWER: Always make sure the child can verbally express the message he captured from the words used in the instructions. Do not content yourself with an example or a drawing, because the student then calls for his visual memory and has not yet integrated the message associated to the image he had described to you.

Scenario: One of my third grade students suffers from a mild to moderate dysphasia and resumed his first grade. I have noticed he was experiencing great difficulties with decoding when it is time to read, especially with double consonant syllables (tr, fr, bl, etc.) and reverse syllables (sa and as, ro and or, etc.). Of course, this difficulty is also reflected in the written papers (lexical spelling). I work on the phonemic segmentation, which necessarily goes through the auditory channel. However, I do not fell it is as profitable as it is with other children. By reading your book, I understood that the left ear of a dysphasic child was not confirming the sound heard by the right ear. I also read about the technique of zigzag writing, but I am under the impression that I am still facing the same difficulty: recognize the phonemes separately.

Question 41: What concrete ways can I establish to maximize my interventions with this child, in order to develop his listening capacity and, at the same time, his abilities in reading and writing?

ANSWER 1: First, you must understand that you must master the code (the sound associated with each written form) before efficiently proceed with the decoding! The most effective way I know is the resonance of the voice, because, in resonance, the inner ear receives the stimulation necessary for the recovery of the sound corresponding to the written form. Going through gestures eases the integration of the rhythm, but not the integration of the accurate sound. I very well understand your disappointment, since you must master this technique yourself before using it. This is the topic of the first year of my auditory re-education training.

I have another question: Even if this method of re-education has been approved by the MELS, it has never been presented to me. Is it part of our schools program in Québec? If so, what are the functions of the teachers using it?

ANSWER 2: Unfortunately, to this date, I have not succeeded to ensure that this approach inexpensive an easy to integrate to the kindergarten program and to the first cycle of primary school, be part of our school program. I remain hopeful that parents and teachers ask for it to the decision makers. All the more so since I remain convinced that the disturbing wave of dropouts would quickly decrease, reducing at the same time the cost of its implementation.


Scenario: I have a student, in first grade, who still does not know the sound of the letters in the alphabet. This child lives in an English environment and when he came in kindergarten, he did not speak a single word in French. For instance, V that makes fffff, N that makes mmmmm, etc. I have printed for him all the letters of the alphabet on a piece of cardboard. Under each letter, there is an image which first phoneme starts with the letter. It helps him, but I wonder what else I can do to help him learn the sound of the letters.


Question 42: How can I help a child who confuses the sounds of the letters? What are the listening strategies I could work with him?

ANSWER: First, the child must hear the sound of each of the letters of the second language to be learned and not the name of each letter because the same letter, for instance “R”, in French and English does not have the same sound vibration, due to the fact that the oral position is not the same. Therefore, recapturing the sound corresponding to each written form is the first step to cross with this child, no matter which program you must follow to meet with the MELS objectives. You should also verify if the child encounters the same problems in managing the sounds in his mother tongue.

Secondly, in order to stimulate the soundtrack of the second language that has to be integrated, do not mix both languages, because the child will keep the known soundtrack as a reference and will not be able to develop the synaptic circuits necessary to the elaboration of a fluid communication with the accent associated with the second language. It goes without saying that you must invest time and consistency in the same way you do for the learning of all other notions.


Scenario: I have a student who never seems to listen and who is moody and I thought he was lacking motivation in school. Without diagnosing an attention deficit, or while waiting for the parents to decide to go for a hearing evaluation, what can I do with that student? My question is:

Question 43: With a student who shows signs of an attention deficit, what concrete means or efficient methods can I use in class to help him develop listening strategies? Do we absolutely have to work individually with this student or can help be brought forward even if we work as a large group with the other students?

ANSWER: It is obvious that an individual approach corrects precisely the problems of this student to analyze the sounds which request too much time and energy for the analysis. On the other hand, the elaboration of listening strategies favouring a genuine interest in the current activity will be a valuable asset in class. How to install it in your class comes down to try different ways of integrating his listening to the task to complete. You must believe in your creativity. It will be surprisingly efficient.


Scenario: I presently teach in a first year class. Two students in my class suffer have attention deficit disorder with hyperactivity. To help them, I use strategies where visual takes a large part. I work a lot with them individually, I give them homework with sentences into which they need to fill the blanks when the time comes to execute a written assignment and I put them in pairs with the other students. But it is still very hard for them and it greatly affects their apprenticeship, especially at the reading level and more specifically the decoding.

Question 44: What concrete means can I use to help these students progress in reading and especially in decoding letters and words?

ANSWER: I gave you a few applications at the beginning of this meeting. Adapt them to your students, but pay attention to reduce as much as possible the contribution of the visual in your integration work. Ex: avoid using word cards, play at making them hear the sound of the letter « P » for instance and give them time to listen to words for which the first sound is “P” in order for them to listen from their own ideas and from there, structure their thoughts by using 2 or even 3 words to be integrated in their sentence. I like this activity very much because the children are part of the solution. The answer will be evaluated according to our understanding of their message. And then, their motivation is committed to success and not to protection of the fear to fail. They will subsequently transfer this listening to the decoding and in this way facilitate the apprenticeship of reading and writing.


Question 45: I must say that it is very specific. In my reading, a sentence caught my attention: « Stimulation and access to his hearing (left hemisphere of the brain) allow the development of self-esteem.» I was wondering if self-esteem is developed through the satisfaction of producing and creating a message. Is that it or am I missing something?

ANSWER: Beware! Let’s not confuse self-esteem and engrams of the left hemisphere of the brain. Self-esteem lies in the experience of success. Yet, to succeed, it is important to make use of the engrams installed in both the hemispheres by facilitating the transition from one to the other by the corpus calossum, in order to take full advantage of our intellectual capacity. From this practice we succeed, and from success to success, we build a self-esteem which propels us into all kinds of structuring and satisfying experiences. Allow me to recreate here an answer written to yesterday’s group, since the words target equally young children and young adults. Here is the answer given yesterday concerning motivation:

ANSWER already given: I often say that a child not motivated by life will die

Simply, this is what I mean: The animal survival instinct enables us to evaluate an urgent situation and therefore perform an immediate action favouring our survival, without even thinking for a split second. Voilà! Our biology transmits us the necessary nerve impulse in order to stay alive. If, instead of protecting the life by defeating what may cause death, we want to protect ourselves from a specific suffering, for instance failure, then we would use all our energy, all our knowledge to establish a behavior or some actions, to succeed with our protection project. This is our priority! There is where I invest my motivation. At that moment, the learning takes second place. Nothing will make me change the option, as long as I will be on the look-out for the suffering of failure.

The children throwing a tantrum because they refuse to do their homework, always have a good emotional reason. They are afraid of failure, afraid of being reprimanded, or to be told that they are…(negative words), or that their mother will not take care of them if they do their homework alone…..and what else? They are motivated to PROTECT THEMSELVES AGAINST SOME KIND OF SUFFERING! For them, they succeeded. For us, knowing that they are intelligent, we have another priority: make sure that our students succeed, and also for all kinds of reasons. We now embark in a war of defence mechanisms. It is called opposition!

We are right to say that if the child is not motivated, he/she will not succeed On the other hand, I would like to clarify the fact that “if the student is motivated to survive (protection against a suffering), they cannot be motivated towards life (learning success, essential to their success and their evolution).” This is the reason why I believe it is a priority to listen to what our students put forward in an action rather than another. I believe it is very important for the parent, as well as the teacher, to properly seize this reality specific to the student. We are then favouring a quality communication. It, therefore, favour a solution acceptable to all. This is the essential cooperation for success.


Scenario: For several years now I have tinnitus in the right ear, most probably the result of a stone carving class and noisy surroundings. I find I have been much less attentive and concentrated for the last few years

Question 46: Could my attention deficit be caused in part by the tinnitus since it located on the side of the directing ear?

ANSWER: I cannot answer you with conviction. Nevertheless, it is known that a sound more or less acute and constant becomes a source of continuous distraction, especially if it settled in long after a listening experience without tinnitus. Furthermore, it is well documented that the presence of tinnitus requires a constant energy, just to recuperate the solicited ear, even during sleep.


Question 47: In a preschool class, are there sounds (intensities, tones or instruments) to favour more than others, in order to well balance the central listening?

ANSWER: The best, in all classes, would be to favour the listening of melodious sounds at low volume. It is far from reality. It is unrealistic to believe that the students better focus while listening to music. What is true for them is that they don’t feel comfortable in silence, because they never learned how to tame it. I know that our society takes pleasure in always having some kind of music and shouting as often as possible. Consequently, more and more teenagers are in permanent loss of acuity. What a shame!

To go back to preschool class, instruments such as flute, tamboa, tam-tam and chimes are all very interesting, all the more because they allow the children to integrate the notion of rhythm at the same time. The stories also, like PETER AND THE WOLF and much more of the same type, to listen to during the rest period, turn out to be a good relaxing time for the little ones who do not fall asleep during that nap period. The more you will be creative and enthusiastic, the more you will positively influence the little ones.

Scenario: I have recently consulted a special ed teacher at my school, since I had noticed some difficulties with some of my students (inversion of letters, sounds, problems with writing and reading etc…). Unfortunately, since this is all about second grade students, I have been told that it was too soon to make a diagnosis, or have access to resources that could evaluate them. This bothers me and I would like, despite everything, help the now, so they can experience the fewest gaps possible in their learning.


Question 48: Are there ways of helping children to not to mix the letters?

ANSWER: Yes. You are totally right. We have to make sure that, since kindergarten, the child associates to the written form the sound corresponding to it and not the name of the letter. This is on what I emphasize in my teaching, even before giving them a specific word to read. I take this opportunity to specify that it is true and well documented that for the majority of children (those located in the center of the bell) can place side by side the sound corresponding to the written form. On the other end, the visual perception is more and more stimulated to the detriment of the auditory perception. The auditory perception is put aside, because we still believe that everything is performed simultaneously with the visual perception. We must assess them separately to make sure the analysis of both perceptions is performed globally. The offset being important, both perceptions are not a team anymore. There is nothing hard about that, we are not talking

about an incurable dysfunction, but about recuperating a delay and the more we intervene at the beginning of the learning apprenticeship, the less the student settles in a protection mechanism, to his detriment! We must therefore present the written form, its sound and, from there, stimulate the listening to find the words the child already knows and which start by the targeted sound. Then, we put 2 side by side and the child must successively make the sounds corresponding to these written forms. We then put 3 and the child must verbalize them once more. Once we have presented several possibilities, we have presented the syllables, and this is what we put together to make them vibrate and the decoding takes place. It is much more pleasant for the young child to hear himself and succeed than to try to figure out the word he was requested to learn, visually only. I give you my opinion! The children for which the word cards become the main tool of their reading apprenticeship, guess more and more and rarely capture the message contained in the word. Is it surprising that they cannot express their thoughts in the established structure of their spoken language? I encourage you to create many games without any word and you will see at what speed children can invest themselves in a comforting approach. No need for a diagnosis to start. Biology imposes on us!


Scenario: Not too many specialists in the field of attention deficit lean on the importance of listening. They criticize it and bring forward alternatives, particularly at the visual supports level to favour and put forward in class. Not more than two weeks ago, I was in Edmonton for the NCTCA convention and I attended a conference about attention deficit in which the speaker was praising the benefits of the teacher’s non verbal, when teaching. Of course, this confronts what you propose in your book (p.64-67).

Question 49: At page 117 of your book, among others, you refer to listening strategies and the importance of their practice on a daily basis. More specifically, in a context of teaching elementary classes, what are those listening strategies to put in place and how to teach them to our students?

ANSWER: I think I just answered your question by answering the previous one.

I am leaving with a quote I particularly appreciated in your book: « Learning is like eating. We must be hungry! We must have a hunger that leads us towards something that nourishes us, that satisfies us physically, intellectually and emotionally.» (Christophe Laverdière, 2007, p.73-74)



Scenario: What surprises me the most is to know that a hyperactive child feels an imbalance. I understand better why my hyperactive students achieve their work standing up, or act impulsively. I will now try to intervene differently with them (But how? Because we don’t help them by letting them move while they work).


Here are some issues raised during my lecture:


Question 50: Since the evaluation can be long and inaccessible for some students, could we perform the evaluation of the central listening from other tools than the ones of the audiologist or another specialist? (or finally being able to establish a pre-diagnosis?)


ANSWER: They are the most valuable evaluation tools. On the other hand, in class, you can already centre the presentation of the new notions according to the soundtracks, and then present them visually, always insisting on the same markers, the same approach and the same words, because the more we change the words in our explanations, the more the child with analysis deficit feels unable to cope with all these different sound vibrations to capture. This is when they give up and decide to daydream, or to control the conversation themselves with their own ideas. The understand them!!!


Question 51: While waiting for the results or the evaluation, how can we favour the listening in our classroom? (I think we would like concrete advice in order to help our students).


- Classroom layout… According to your priority! You are the captain on board!

- Posters… Little at the time, but renew them often!

- Special areas… To be kept, in order to enable the child to return to calm or to reduce the far too many distractions in the classroom.

- Group activities to develop the 5 senses… EXCELLENT

- Teaching strategies… Be inspired by your creativity with the help of my examples.

- Peadgical approaches… They are all valuable! You must just vary them to offer the most options to your students invested in their learning.


Question 52: Concerning calligraphy, will a child drawing his letters without respecting the rotation of the sound vibration, have more problems understanding what he had written and what he reads?


ANSWER: Absolutely, and furthermore, it will always take him more time to write, which will always distract him from his ideas he has to translate in writing.


Can the re-education of calligraphy, by reviewing the layout of letters, have a representative impact?


ANSWER: Yes, especially if you insist on the movement (rotation) of the sound. It is the same thing everywhere: musicians, dancers, skaters, actors. They all have to integrate the specific basic movements to be able to polish up their performances. Why not the writing?


Question 53: How can the actors revolving around the students (parents, teachers, psychologists, special ed teachers, speech therapists, etc.) re-educate a student with a dysfunctional central listening?


ANSWER: By forming a team with a common and clear goal, while respecting the strengts, the talents and expertise of each member of the team.



Question 54: Can those professionals really re-educate these children, or will they simply bring them to develop compensatory strategies?


ANSWER: For the time being, their interventions are mainly based on compensatory strategies and they are more and more interested in giving them compensatory tools.

Nothing against the tool, but beware of the way it is used! Always favour the student to be part of the solution! Listen to his ideas and how he will manage to share them with us.


Scenario: My little nephew seems to fit the profile of a child with dysfunction at his central listening level. He suffered from several ear infections during childhood and now, at 4 and ½, he has dysphasia. He will be 5 in September. He already isolates himself from the rest of the other children. He does not want any friends. He does not dare expressing himself, or very little. My brother registered him at kindergarten for September.


Question 55: Would you suggest to the parents to work on his central listening before sending him to school?


ANSWER: Yes! The sooner, the better! According to my experience, kindergarten is the perfect time to proceed with the auditory re-education, since it goes with the program. Review the experience of FLASH MCQUEEN! The child feels more and more confident of his capabilities and here he is on his way to elaborate a fine image of himself. AND, if needed, it goes on in first grade, to everyone’s benefit. This is the reason why I don’t have to meet with these children more than once a week. But, as of grade 2, it is to my advantage to see them twice a week to speed up the benefits of the re-education, thus favouring the student to quickly transfer his new listening strategies in the learning of the notions of the school program.

Scenario: When she was young, my daughter had recurrent ear infections. At the age of 4, her teacher told me that she could not decipher her verbal message. From that moment, we worked hard on the sounds. She was not pronouncing the “R”. I remember that I was scratching my chin every time I was pronouncing the sound “R” to insist on that specific sound. Every time she would pronounce a word with an “L”, I pointed out to her with my fingers (forefinger pointing up) that she had to place her tongue up, behind her teeth. I was splitting up the words into syllables «ca-len-dar» while clapping my hands. She is now 8 years old and she speaks much better.


Question 56: From what age is a child ready to work on sounds?

I worked with my daughter on sounds (R, L, CH, U, ON, etc), did I perform auditory re-education?

ANSWER: Yes, recurrent ear infections reduce the stimulation to the inner ear, since the eardrum is inflated because of the infection and acts as a felt. The child therefore reproduces the muffled sound heard for too long and, now, has difficulties to articulate. We don’t understand him. Yet, the comprehension engrams are valid. He knows the words! He speaks them sluggishly and becomes frustrated for not being understood. A protection mechanism therefore takes place to his detriment. You did well to work on the sounds with your daughter. I would be curious to listen to you to verify if you had succeeded with the voice resonance, so powerful to stimulate an ear which had lacked stimuli, following recurrent ear infections. YES, you certainly contributed to her central listening rehabilitation. CONGRATULATIONS!


Question 57: With the children you were in charge of, is it possible that they regress or stagnate in their learning and why?

ANSWER: Of course! But beware! It is not a real regression. The ear, once stimulated and returned to its maximum capacity, does not go back to its deficient state. On the other hand, the student tries to go back to his protection behaviour or illusory power. Every handicap comprise an immediate secondary advantage and likes immediate pleasures!! The child then hopes he deserves a reward, since he provided us with an effort to get to the praised result. He remembers what kind of attention he was receiving to fight his difficulty. He wants to revive this spontaneous satisfaction. He temporarily goes back to his disability behaviour. We must be attentive to his old behaviour, which worries us. Verify with him the reason for this return to an attitude who does not please him that much, since he cries or shout if he does not succeed in tricking us by making us do what he wants us to do for him.

He manipulates us to try to get an illusion back! Watch out if you if you fall into the trap! If we are not careful, we will have to resume more firmly, while remaining very respectful and transparent in our intervention, in order to make him live an experience that will make him realize that returning to yesteryear behaviour will bring him nothing pleasant.

Question 58: How did you come to understand the role that auditory re-education could play? Have you faced any particular case that led you to undertake this long research on the subject?

ANSWER: Yes, my daughter’s as you have read it in my book, but at the same time, I noticed in my students a similarity in behaviour or attitude, when they were facing a situation similar to confusion or failure, like my daughter was facing before a task called more abstract, such as reading or even puzzles to assemble. I allowed myself to venture off the beaten track and to try something else. After numerous readings, approaches, experiences, comprehension and success, I had it validated, confirmed and I still do it today. Take advantage of it!

Scenario: More than half of my students have a rating of dyslexia or dysphasia. Only a few cases, considered as very acute, are entitled to benefit from the services of our special ed teacher. They others are considered able to succeed, thanks to small groups and differentiation. On the other hand, our means are restricted. Two students out of sixty have a portable phone, but the school does not have a scanning system to transfer the exams and important works on WordQ, etc.

Question 59: With the means on board, how could I optimize their learning to favour at the maximum the development of each of them?

ANSWER: I sincerely believe that any visual mean, not accompanied by an appropriate and fair listening of the messages transmitted by the image, gives the student a hope of success. If his difficulty in learning lies in a dysfunction of his auditory processing analysis, attempting to divert the problem hoping to save time and money, or to stick to what we already know without venturing off the beaten track, will not change the initial problem. Let’s be brave! Let’s acknowledge the fact that everything that has been tried so far did not cue a thing.

Let’s also admit that a profound discontentment exists in almost all our schools, and it becomes bigger as we give up the moments of calm, reflection, compassion and respect towards each other, and to replace them by attracting and exciting knick-knacks or inadequate behaviour, glorified on TV, but that will never replace the deep satisfaction a job well done. Mind you, I am not only talking about winners, but of any path that will allow us to reach our full potential. For some people, it is the gold medal. For others, it will be to participate at their best.

Let’s applaud those who surpass themselves, who share and make a difference for their community! We will be lass prone to criticize, judge and sentence those who do not meet with our pre-established criteria, because I think that any accusation creates for the accused an urgent need to defend himself and to use his intelligence to protect himself instead of healthily express himself.

To conclude, it would be more beneficial for you to put your efforts in recuperating the missing markers in your dyslexic students, in order to work on the engrams of structure afterwards. These are the essential roots for the development of a logic approach, in favour of an adequate answer to the question asked. We must therefore use the addition of time to integrate the markers at the time of apprenticeship and not at the time of evaluation by answering with the help of WordQ. For instance, always ask the same questions with the same words. It could be something like: * I am looking for……* I know…* I start with… these markers will give them a structure which does not have to be reorganized for each step of the evaluation. I think this is the reason why they have difficulties in completing the evaluation within the recommended time. Of course, that privilege should never be withdrawn from them, because, even if it has nothing to do with their success, if they don’t have the markers to structure their answers, they, at least, are convinced of reducing the stress of failure related to their time schedule. This is what helps them to stay concentrated on the work to do.

Scenario: I respectively have two and three students with deafness at various levels. One has a cochlean implant and has trouble with his speech. The other students have MF systems. However, I feel that I cannot give them an appropriate teaching in an optimal manner. No mean is officially put in place to adapt their learning which is often quite laborious.

Question60: Are there simple ways I could put in place and pass on to my colleagues who teach them?

Answer: The strategies are the same for student with deafness. Please refer to answers 3 and 4 already given. It remains to adapt them according to their potential and level of deafness.

Question 61: Is it possible to be dysphasic and dyslexic at the same time and have an attention deficit disorder?

ANSWER 1: Dyslexia and attention deficit disorder are mainly hereditary. One does not exclude the other, but the only efficient way I know is to establish the analysis profile of her auditory processing in order to clearly capture what causes her difficulties in the writing process. Furthermore, did she learn the vocabulary with word cards in first grade, like the majority of our students in our school boards?

If so, I sincerely believe, as opposed to you, that she does not have any auditory markers valuable in the elaboration of decoding so important for the understanding, as well as the development of a written composition. I already detailed how to install these markers starting by establishing a code, in other words, to corresponding sound to each of the written forms. Then link one sound to the other in the same syllable and then link the sounds of these syllables to capture the meaning of the word. Practicing this listening in a simple and constant approach, sets up the engrams necessary for the apprenticeship of reading, writing, maths or whatever we are interested in learning.

Question 62: What is your opinion concerning the harsh criticism addressed towards the way Alfred Tomatis, who inspired you, works?

ANSWER: Dr Tomatis has been a pioneer. And all pioneers are the favourite target of people feeling threatened in their habits or beliefs. Claiming loud and clear that the earth is round, that subconscious influences our behaviour, that a heavy metal device can fly or that our listening shuts down to protect itself, then, our audience has no understanding or knowledge, we become fools, madmen, charlatans! We become subjects to derision, ostracisassion and prison! This was Dr Tomatis’ experience. To protect himself, he reacted like the ear does when facing suffering: he shut himself up! He became very sceptical, took refuge in his quarters, jealously kept the application of his conviction and did not change according to the experiences of others interested in his approach. He passed away, suffering from not being understood, not having succeeded in contributing in a satisfactory manner to his medical and social community. Everyone draws its own conclusion. One day, maybe, his observations will be appreciated.

Question 63: I would like to have concrete exercises to start working on my 19 month son’s listening and therefore, avoid problems in the future. I took note of continuing to work on the stimulation of all his senses and to reduce my excessive use of images.


RÉPONSE 1: BEWARE! At 19 months, nothing is yet installed! Everything is in a development process!

To conclude too quickly makes us do wrong! The sustained look of a baby does not last long. To install it, we must invite him to stay aware of what will bring him and pleasure! To develop listening to this contact, sing softly, tickle and massage gently, rock him lovingly, laugh greedily, have fun and listen to the present!

Question 64: How was the selection of the children mentioned in your book made? For this to be valid in your studies, was an hyperactive child, for instance, previously medically diagnosed, to make sure that the data, the curves you are comparing all are the same type of cases, to well demonstrate the incidence of hearing disorders or auditory disturbances in learning disabilities?


ANSWER: The empirical method is also a scientific method. Its starting point is based on the observation of the results to infer the premises from. That is my approach. My starting point has been the one of students with school difficulties and who did not show any other disturbing issues. Evaluate an auditory curve, according to the medical data known, allowed me to recognize the similarities and to infer a profile representing visually a dysfunction impossible to identify otherwise, except by the student’s observable answers, which often drive us to conclude to a wrong problem. The only thing left for me was to draw a parallel with the student’s medical diagnosis. I always attempted to verify my observations, based on the most recent scientific researches, increasingly rigorous, on the role played by the 5 senses in forwarding the relevant information of its environment to the brain, thus enabling it to extend and structure the beneficial approaches in all its learning. I, therefore, did not select the children. I welcome those who were entrusted to me.



Question 65: Would it eventually be possible to detect hyperactivity, attention deficit disorder or dyslexia by only making a child perform an auditory test? If so, I would say that this would be a revolutionary possibility, since, quite often, it takes lots of time and investigations, before making a proper diagnosis, and precious time is lost that could have been used to help the child.


ANSWER: YES, PROVIDING AN INTERPRETATION ACCORDING TO HIS HISTORY AND HIS EXPERIENCES. I often tell my students that this profile takes a picture of how their ears are getting ready to listen. They are the main actors of the scenario! We must know his environment, the circumstances that influence the way he prioritized to adapt. And yes, it is simple, fair, not expensive and quick!

That is my motivation to help those students, before the agony of defeat takes place to ruin their surge for life.



Question 66: Is it possible to suffer from a dysfunction of the central vision?

ANSWER: Our visual perception must be evaluated in the same way as the auditory one for students who are experiencing difficulties in capturing an auditory message. Beware! I am not referring here to a medical pathology. Like the auditory profile is not a way to detect deafness, but to make clear if the role of the sound assessed is adequate.


Therefore, I am always talking about a dysfunction and not an anomaly, a sickness.

For instance, if you did not properly tune the channel on the radio, you will not capture the clear message transmitted by the radio. Nevertheless, the radio works and the presenter expresses himself clearly. You just have to put the antenna back to the good spot and that’s it! We must invest our energy assessment on these antennas, our 5 senses. Not automatically on our brain. The opposite is also true! Some behaviour starts in different abnormalities of the brain. Let’s not come to a conclusion too quickly! Let’s follow a structured approach in order to get to the conclusion representative of the reality of the assessed subject. Always make sure that the professional you are going to consult does not confine himself in simply evaluating your visual acuity, but also how your visual perception returns the image with accuracy and clarity.

Question 67: Is it better to organize a classroom in which students with relatively slight difficulty are regrouped and supervised by a specially trained teacher, or to integrate students with difficulties in regular classes, while still having them supervised by professionals?


ANSWER: I feel a bit stuck to answer your question. Not that I don’t know what to say, but because I disturb a lot of our education system decision makers. I will then share my opinion with you without diluting my thoughts, but I must admit that it is not acceptable for the managers. That is my opinion! Compartmentalizing whatever, or whoever, denies a lot of opportunities. Let me explain myself: limiting the space of a baby in his crib to ensure his safety deprives him of discovering a new environment. In the same manner, piling up our savings in a wool sock denies us from benefiting from the advantages of thoughtful investments. Often, to impose my solution to your problem deprives you of discovering all the possible options to succeed with your project. I am well aware that all these good intentions are not always applicable in the reality we must manage. This is the reason why I try to form a team in order to provide the children with difficulties the best environment for their maximum evolution. The ball is now in your camp. It is your turn, in your classroom, to play with the children entrusted to you! BE CREATIVE AND PAY ATTENTION! You will be satisfied of the work done!



Scenario: In chapter 4, the section “The search for immediate gratification” really caught my attention. You mention that the child’s brain, being used to see complete and perfect images, search immediate satisfaction. It is therefore normal that the child is impatient, since he is looking for an immediate pleasure. He doesn’t need to create markers in time and space anymore, or to develop his listening to create an image. I often feel I must perform tumbles and magical tours in order to capture the students’ attention, since nothing impresses them anymore. Only a few things surprise and marvel them.

Question 68: The explanation given concerning the lack of attention from the young is valid, but does this reality apply only to students with learning disabilities, or is it a general problem amongst the young?

ANSWER: First of all, I must specify that this is not NORMAL, but RATIONAL, that our young become more and more impatient and lack compassion. They are constantly looking for what interests them in their environment. This is exciting for them! It makes time go by! It is easy and brings them pleasure, but does not satisfy them at all. I think that the reason for that dissatisfaction lies in the fact that they never had to imagine, create and improve this image

This represents a serious shortfall, because, on what markers will they rely to create their lives? This lack of markers becomes in turn the source of their learning disabilities. It becomes urgent to recover their falling listening due to the fact that they do not live well in silence and they do not know how to fill that silence with their own creation. The need is blatant! The dropout rate is increasing and it is against nature to destroy ourselves while living in abundance!

This is the reason why you try all these rotten tricks to make yourself interesting. Even worst, it does not work because it is not what they want to see and they don’t have the remote control to make you disappear.

Let’s work together to give back the ear the place it deserves in the biology of our human body, in order to maximize all the intellectual potential of our students.


Question 69: Is it a mistake to think that the field of strength (being visual more than auditory) will be the key to scholar success, or on the contrary, could it aggravate the situation by increasing the avoidance?

ANSWER: The front door already opened is not necessarily a strength. It is only a worthwhile opening. The strenght resides in a creativity aimed at developing a tool, an idea, a picture, a production, an achievement, while managing in an optimal way our impulses and talents to make real what our passions inspire us. This is where we must target our energies and objectives.

Scenario: In one of my classrooms, there was a 14 year old student who regularly made pronunciation errors between "ch" and "s". He could have said « sell » for shelf and "same" for shame. And, of course, he often was the laughing stock of the class. Will he make the same mistakes all his life?


Question 70: Is re-education possible? Is it an auditory problem?


ANSWER: I feel it is advisable to assess if other frequencies are not analyzed properly in his central listening. That detail points out that an analysis stays inadequate, especially if you have tried repeatedly to correct this gap of pronunciation. At first, it could look like a dysfunction of his central listening. An evaluation must be performed and yes, the auditory re-education will give him back his articulation.



Scenario: I am sharing my experience with you. In elementary school, in my 5th grade classroom, one of my students is dyslexic. Specialized teacher, I teach him English which he has problems to understand.

Question 71: How can we distinguish learning disabilities from dyslexia, since we know that learning disabilities generate a real handicap for students in their school apprenticeship?


ANSWER: OK! First, learning disabilities is the title for a category which regroups several difficulties related to school apprenticeship. Dyslexia is one of them. Secondly, dyslexic students have great difficulty in giving themselves beneficial to structure what they have to do. This problem is also present in his mother tongue. On the other hand, if you cannot speak in his language, you cannot find his difficulty to his spontaneous expression. What is possible, I think, is that he cannot place the vibration proper to the second language within the bandwidth of his mother tongue. If you teach high-school students, their reaction is to oppose that you drive them out of their comfort zone, in other words, the bandwidth of their mother tongue. You must then create lots of noisy games, to make them find pleasure in developing another way to voice the sounds specific to the language you are trying to teach them. I suggest that you get out of the visual. Leave the books and create sound conversation games, without necessarily make them realize they have the possibility of being part of a conversation without knowing all the words or rules related to this new language. The fear of failure closes the ear. Open their listening for the pleasure of discovering! Have fun with them!


Scenario: I am a violinist and developed the perfect pitch. Needless to say that the sound takes up (even invades) my life. I really liked reading your book and it made me think about some points I had never thought about, notably the functioning of the ear and its link with dyslexia.


I often took interest in subconscious. In psychoanalysis, it is said that human being’s cellular memory stores all our important experiences. You often refer to the body memory, notably by linking the pronunciation problem of Flash McQueen at birth, critical moment for the body who would remember (the baby would have been lifted by the head and part of the neck would have remained affected).


Further, you say among other things, that in order to correct a language disorder, “the exact location of any trauma must be discovered in the child’s body” and that “the psychological aspect of the problem must also be worked on, since sound the vibrations are awakening feelings of pain in the body memory”.


Question 72: Must there absolutely be a trauma to have a language disorder, and if so, how can it be identified? Can the language disorder be always related to the body memory who is trying to avoid suffering?


ANSWER: No, each history has its significance. We recognize three main causes of language disorder. First, a hereditary defect then, recurrent ear infections and finally, trauma leaving scars at the cellular memory level. No matter what the cause of the problem is, we should always be aware of the perception the student gets from his body, since he is the one who chose to protect himself, or to adapt ourselves to his difficulty. The ways are numerous and we must remain vigilant in respecting the experience of the person we are trying to help, in order to choose the best profitable intervention.


Scenario: Children with learning disabilities, as well as the smart ones, are often misdiagnosed and, therefore, do not find a favourable climate which favours the development of their personality and encourages them to enhance their potential.

Question 73: How can we stimulate their listening and use it as an efficient way to get the best out of them? I am talking here about the case in a heterogeneous class.

ANSWER: Good question! You are totally right. Both ends of the graphical representation of the distribution of the student’s success in a group, THE BELL, shows that students with difficulties are represented to the left of the bell and the gifted ones to the right. This is only a representation of the number of students in this group who emerge in such-and-such a category. Their need is the same. The approach is also the same. What is different is the fact that we must be watchful in recognizing all the subterfuges they had fun to create in order to confuse us, or simply make their lives more pleasant!!!!!

The more intelligent they are, the more they became masters of intimidation and manipulation. Be attentive to your own feeling and you will teach them the listening of their reality and their capabilities. The ball is in your camp!

Scenario: I teach social studies and I notice that students have a hard time maintaining an attentive listening during the classes.

Question 74: Since students are more and more at a visual level and that it is obvious that there is a deficiency at the auditory stimulation level, what would be the best strategy to adopt to allow a relatively heterogeneous group to enhance its skills at the listening level?

ANSWER: You have the ideal subject for installing all the verbal communication markers in the listening process. It is the same technique: create communication markers in the listening of the verbal and non-verbal message. Have fun in creating all kinds of situations according to the established program and make sure that the students become the main actors of the solution to favour. You will have as much fun as them and they will be even more grateful. Let’s leave the books aside and invest our talents in developing satisfying and rewarding relationships.