Spandan Evolution

Ruchi was a sweet child nut quiet impatient and awkward. She had lost total interest in studies because she would fail to copy down from the blackboard. Her writings were atrocious with number of spelling mistakes word. She wrote b instead of d and jumbled up spelling.  Somehow she was promoted in III rd standard, while 4th was now difficult.

She was extremely sensitive, quite resentful and would always consider herself low compared to others. A colleague who treated her with NATRUM MUR without any relief referred her Recurrent pharingitis and dreams of snake clinched the diagnosis of LAC CALCIUM, which not only improved behavior, but also improved the writing skill.

Now she felt well motivated for school but improvement in scholastic performance was short lived. Impatience and awkwardness also improved to some extent.

One Sunday morning in 1991 September, I went to Ruchi’s house to see her ailing – bedridden paternal grandmother. While I was examining old lady, I heard Ruchi’s mother shouting : did you finish your exercised with swings? Your skipping rope is lying here – you have not even  touched today”. “Okay mom, I will do it” — replied young Ruchi and went to the swimming. I was surprised. I asked mother, about this. She told me about an occupational therapist whom they have been submitting for her dyslexia. Now he has suggested intensive exercise with swimming and skipping ropes. I put her on placebo and observed the impact of swings. After sometime , I saw LAC CANINUM kind of response with these.

I was astonished. I met the occupational therapist who was seeing Ruchi since last 3 years. He told me that Ruchi’s behavior and sensitivity substantially improved after your medicines. His therapy & remedial teaching became much more effective after LAC CANINUM. Parents became complacent and abandoned therapy. Scholastic difficulties compelled them to consult him once again.

After reinstitution of the therapy, writing improved substantially. Again stagnation with awkwardness and clumpsy behaviors worsened. I resumed Lac can , & it did wonders.

Following Points Emerged:

  1. Imparied sensory processing can lead to dyslexia.
  2. Homoeopathy can correct the defective sensory processing.
  3. Sensory integration (part of occupational therapy) helps to correct dyslexia.
  4. Homoeopathy and Sensory Integration improve sensory processing and there by can help DYSLEXIA.
  5. If remedy covers entire pattern of learning disorder, the depth is much more & so the impact. Lac can has deeper & wider coverage.

I went to the basics. I was always impressed by great scientist JEAN PIAGET, the great scientist, physiologist who had done pioneering work on child development.

His teaching showed maximum practical application PERCEPTION is cognitive ability to receive and make sense of incoming stimuli. There is relationship between perception and physical movement. When a child traces a line, he alters the movement and direction of his hand in response to feed back from visual information. He believe that basic skills – eye-hand coordination, temporal-spatial integration and form perception – must be taught in their natural order of development. Children who are weak in this area will demonstrate definitely in buttoning, lacing, cutting, lasting, WRITING AND ALSO COPYING from the Blackboard. They will get confused by shape, size and position of objects. If one needs to correct them, they will need to grasp “motor patterns” not isolated skills.

Thus faculty integration of sensory processes become important factor for causation and maintenance of various learning disorders. These children do present with awkwardness, clumpsy behavior and hyperactivity.

Here lies the role of Homoeopathic sciences. Various children prototype- Homoeopathic profile describe these features. Number of Homoeopathic drugs in the proving has brought out characteristics features which we relate to learning disorders:

  • Makes mistakes in writing and speaking
  • Omits final letter or letters of a word when writing (Lac caninum = Hering page 515)
  • Uses wrong syllabus, mixes up letters and syllabus or omits parts of words (Hering page 91)
  • While writing transposing letters: China2 Lyc2 (Kent Rep. 67)

Careful study of these drugs indicate presence of various other coordinates like:

  • Clumsiness, awkward, hyperactivity
  • Bangs head while turning
  • Missing steps

Critical interpretation of these patters brings us to conclude about the syndrome which is similar to dysfunction of sensory processing. We see defects in laterality, direction spatial orientation etc. You get evidence of various perceptual difficulties.

We can conclude that Homoeopathic medicines can positively modify these defects. They are present in children with various types of developmental disabilities.

These are fairly structured patters which are integral component of the system. They cannot be eradicated totally by medicines but can suitably be modified by proper similimum. This makes them extremely receptive to other therapeutic measures, which can consolidate these gains and enhance learning.

Raghav was 7 years old child who was extremely hyperactive with poor writing skill. Clinically he was diagnosed as slow learner.

Behaviour improved substantially with Homoeopathic treatment. Perceptual error showd partial relied. My coordination with occupational therapist cum remedial teacher brought out substantial improvement.

  1. As Raghav grew, stress increased & performance deteriorated. Parents received repeated thrashing from school. Teachers were briefed about Raghav’s clinical condition as slow learner & ADHD. They would hardly comply. Our presentation to principal had temporary effect ….. cease for  6 months. Eventually, Raghav was out of mainstream school. I personally approached trustee of other school who was good friend of mine. Teachers co-operated initially, followed by similar encounters. So many Raghavs were waiting for integrated special help. I strongly felt we need to have such set up. Homoeopathy in the centre will make such material difference.
  2. Way back in 1992, I decided to give my waiting room & I cabin on Saturday & Sunday for these special kids from Ghatkopar clinic. Response was heartening but strong need was felt to have exclusive set up.

SALONI was cretin, diagnosed quite early because of sharp observant mother. At the age of 4, they consulted me. Homoeopathy helped to improve immunity as well as sensitivity. Intensive & timely intervention by O.T & remedial teacher in the clinic accelerated her mental growth. It is heartening to note that SALONI walked as assistant to special educator in Spandan’s classroom.

Orthopedic surgeon was happy to note improvement in tone & athetoid component as well as gait in spastic 8 years old Harshad. He had received Homoepathy for 3 years. Now it was possible for him to undertake surgical intervention followed by Homoeopathy as well as therapy. Multidisciplinary holistic intervention restored smiles on gloomy parents.

Series of such experiences proved beyond doubt significant contribution Homoeopathy makes when applied to special child. Experiences also demonstrated how crucial is the role of multidisciplinary approach. Synergy produced is profound & charges direction of life. Today we are glad to mention that Raghav cleared SSC & is doing vocational course in Automobile. Mother not only dedicated herself for his studies but became volunteer teacher for all the Raghavs.

Last but not the least important is my childhood experiences. I was in V std & I loved teaching other kids. In my friend circle, Jatin also occupied distinct role. He had dismorphic feature & all the characteristic of M.R.Parents felt so happy when they found I am taking Jatin’s care & I am friendly towards him. Gratitude in their eyes I found embarrassing. What is required is not mere compassion but real vibrations from within with constructive actions.

These experience helped me to conceive of a system, which can identify these motor patterns and address to it with great intensity and force so that this dyscrasis is dealt with in early phase of life.

Perceiving child demands observing that infant in the mother’s lap, receiving the first images, which the external world casts upon the dark mirror of his mind. Child walks, talks and acts with those images at the back. The psychosocial inputs, which the child receives in the early formative years, are crucial for the growth and development of the child. To understand inner dynamics of the child, it is important to grasp his environment – his school, his parents etc. For “effective learning” to take place in the child, he needs to receive and assimilate concrete, consistent and balanced inputs. Whenever there is disorder of learning, one should look back to all these parameters. This will take us to philosophical , psychological and physiological dimensions of LEARNING.

We can perceive the state of the child with respect to following perspectives:

  1. Motor patterns as described earlier.
  2. Sensory patterns: Receiving & processing of sensory inputs: Touch, sound, smell, vision etc: ,<3 Noise, startled from sudden sound, Closes ears – auditory closure etc. e.g. Borax, Stramonium Asarum , theridion.
  3. Sensitivity Patterns.