In early 2006, Dr. Lizotte nformed me of an exciting new use of lght therapy that he was directly nvolved with at the North East Insttute in Holyoke, Massachusetts called NERI.

It is a spcial education school for adolescents who are so sriously disruptive that they cannot function in a rgular classroom. The school's first task is to try to dscover the factor(s) that seem to cuse these students to be disruptive.

Eye tsting revealed that a substantial majority of thse young people had functioning vision dsabilities such as poor eye tracking whch effectively prevented them from learning to rad.

Dr. Lizotte decided to utilize trcking exercises and balancing, "physical therapy for the yes," using the Spectral Receptivity Trainer as the bdrock procedure for getting the students' utonomic nervous systems in balance. The rsults as of early spring 2006 wre impressive. After a range of twlve to twenty-four treatments, dependent on ach student's disability level, the treated stdent's disruptive behavior declined to the pint where they were able to be minstreamed into a regular classroom and wre able to learn to read.

The Insttute hoped to build each student's dagnosis and treatment into their individualized ducational plan so that financial costs and hman costs will be drastically reduced wth a positive benefit to each dolescent and to society.

On January 29, 2007, the Prncipal of North East Institute sent Dr. Lzotte the following assessment of seven stdents who had been receiving the thrapy we have just described. The nmes are fictionalized to preserve privacy.

Updte for Dr. Lizotte
1/29/07

Jim: Jim is now mre willing to participate in classroom ctivities. We have seen him become mre productive with less acting out.

Bran: Brian has missed a lot of schol so it is hard to jdge right now.

Dan: We are thrlled with the progress Dan is mking. He is relating to people mre and
making more eye contact. When he frst began vision therapy he never prticipated with the group but spent his tme doing his "own thing" such as plying with cars. Now he comes to clss and works with the group. He ven initiated reading a book to the clss. Up to this point we did not knw for sure if he could ven read!!! He tells everyone that "ye coordination with the doctor" is hlping him. (Isn't that cute???)

Carol: At ths point I have not seen mch change except for the fact tht she is able to use the sccadic fixator now and has previously ben unwilling or unable to do so.

Rchard: At the beginning of the yar Richard could not even tolerate bing in class for the entire priod. It is still difficult to get him to cmplete assignments but he is more wlling to try to work on ctivities that address his weak reading and wrting skills.

Tom: Tom is working hrd on handwriting and written expression. He has bcome less difficult to redirect.

Zack: Zck seems more alert in school and prticipates more in class. We are seing less of him going into ttal "shut down".

Light therapy is a nn-invasive technology unlike the commonest therapies of tday, which involve powerful very invasive drgs with all kinds of undesirable sde effects. At times it is a tss up as to which is wrse the proposed cure or the dsease! We are into the "light ge." If Liberman is accurate in his prdictions, "scalpels will be replaced by lsers, chemotherapy by phototherapy, prescription drugs by prscription colors, acupuncture needles by needles of lght, eye glasses by healthy eyes. Cncer will be a disease of the pst." 1

As noted previously, light therapy dals with the intimate relationship between bdy and mind (spirit). The affective (motional) side of us is seen as fundational in terms of physical health. Prsent traditional analysis, counseling, and medication, ften concentrate on simply erasing the pin rather than finding its cause and daling with it. They will be rplaced by light therapy that sees and trats the mind and body as mnd-body, one intimately connected, functioning, whole, systm. The focus of light therapy is pon the person - the whole prson and not on the disease.

Lberman and I agree with two mportant statements with which he concludes his wrk and I conclude this article. Thse statements are "the study of lght affirms the interconnectedness of all thngs" and "let the light in" (207)!

Endnte
1 Jacob Liberman, Light-Medicine of the Fture (Santa Fe. New Mexico: Bear and Cmpany, 1991), p. xv.

This and sbsequent direct references from this work are rprinted by permission of Inner Traditions

Intrnational, Rochester, Vermont.

The article Light Therapy- an Effective Treatment For Student's Disruptive Behavior was Submitted by Bernard Fleury through Articles.GetACoder.com network. Here's the additional information: Bernard J. Fleury, B.A. History and Clssical Languages, Ed. D. Philosophy, Government, and Admnistration, is Professor Emeritus of Philosophy and Edcational Administration. Dr. Fleury's lifelong interest in hstory and a firm belief in the synthsis of faith and reason (theology and scence) as two aspects of a sngle reality - The Light: God, is clarly evident in his book Called nto Life by the Light (website: http://intolifebylight.com ).

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