A Study Conducted with Light-Life™ Tools in a Special Education Class 2006-2007 Sponsored by Slim and Katharina Spurling and IX-EL, Inc. Light-Life™ Tools Used in the Special Education Class  A Functional Art Form based on the principle of Sacred Geometry; superconductivity and harmonic frequencies of light. Reports indicate a rapid removal of energetic blockages.  An art form, based on the principles of the Light-Life™ Ring with the addition of controlled polarity and flow. The Acu-Vac Coil acts like a "vacuum cleaner" for pain. In skin contact or non-contact modes, it has been reported to achieve states of relaxation. Feedback Loop (Lower right) This is another configuration of the Acu-Vac Coil with a controlled polarity flow. Reports indicate that one part draws in "negative" energy while the other puts in "positive" energy at the point of pain or at the acupuncture points. Accuracy is not required in locating the points. A very generalized "sweep" of the meridians can be quite beneficial in relieving general or specific manifestations of tension. The Environmental Harmonizer (Upper left) The Harmonizer was developed from three Light-Life™ Rings and an Acu-Vac Coil. Field reports indicate that it gives relief from the electro-smog in the modern environment. Light-Life™ Tools Study in Special Education Class Ms. M, a special ed. aide, took a workshop from Slim Spurling and afterwards bought a 24-inch Light-Life™ Ring to introduce into her class. A short time later, she called Slim to tell him about the amazing acceptance and behavioral changes she’s had from her students due to their use of the Light-Life™ Tools. She described the class prior to the introduction of the Light-Life™ Tools as a “nearly unworkable situation”. This class, she said, was considered by the teacher with over 25 years experience, to be “the worst class she has ever had.” Throughout the school it is referred to as “the class from Hell.” Not a very stimulating environment for students or teachers! Slim and Katharina Spurling immediately saw the value of the Light-Life™ Tools in this classroom situation and offered to donate more Light-Life™ Tools, if Ms. M and the classroom teacher would agree to formally report their classroom observations. School description: The building is old, full of mold and “has horrible energy walls running through it.” The classroom windows do not open. Staff: Four fulltime teachers and one teenage girl who helps in the afternoon Classes: Eleven 4 and 5th graders: “Some have ADD and ADHD, six are autistic. “None of them can work as a class or in small groups without fighting, and on a number of days we have had to create rotating stations, so that each child works alone. Some of the children …yell and scream for long periods of time. Shout-outs take place hourly and we have two “time-out desks” and sometimes a third. December 1st Ms. M, began using a 24” Light-Life™ Ring and a small Acu-Vac Coil. Week 1: The Light-Life™ Ring and Acu-Vac Coil were placed on her desk. Ms. M. used the coil from a distance with the most disruptive students. “Sometimes it was in constant motion!” Week 2: A high-functioning autistic boy frustrated by his math assignment was close to starting his screaming fit when Ms. M. suggested that he use the Acu-Vac Coil to “suck the confusion right out of him.” Out of curiosity, he quieted, took the coil and moved it around him. He said, “It was sucking out all the bad stuff.” He returned quietly to work and got his answer right. After that, whenever he felt the need, he picked up the Acu-Vac Coil from her desk, “I think I need to use the coil for a minute.” Soon other children noticed this and he showed them how to use it and helped them if “they needed to feel better.” Week 3: J has prolonged crying fits several times a day followed by long silences. He believes that everyone hates him. He has no friends. Prior to a fit, Ms. M. showed him a drawing she made of a boy with dots all over his body. She said the dots were “little spots with sadness” and that he could remove the dots with the Acu-Vac Coil. She introduced the coil to him. He took the coil, used it and returned it. He is now able to catch himself before a fit, use the Acu-Vac Coil and return to class. He is able to play with the “regular” kids without “blowing it”. He helped a classmate and made a friend. “Usually these children don’t help others because they’re so needy themselves.” Ms. S, the 3-4th grade special ed. teacher, noticed the changes in Ms. M’s class and is “excited about the work”. She has 12 students in her class. January 2: A new six inch Light-Life™ Ring is added to the set Light-Life™ Tools. The students are so delighted with the tools and how they make them feel better that they now pick up a tool from the desk when they need one, help another student use one, or offer one to a student who is “loosing it” to bring him/her under control. Z begins to cry because the lesson is too hard for him. He put the small Light-Life™ Ring on his head and then continued with the lesson “no further fussing.” The children call the ring, “the crown”. B borrowed the crown for her headache. K showed her instead how to use the Acu-Vac Coil for her headache. He wanted to wear the crown. She agreed. “When B’s headache was better she…used the Acu-Vac Coil on Z to help him settle down’.” January 3: General atmosphere of aggression in the air at school among students. Teachers commented on same problem in their classrooms. Tools were not too helpful. January 4: J came to school in a bad mood and he started to escalate. Ms. M. asked him if he wanted to use the Acu-Vac Coil. “I got a very emphatic, ‘Yes!’ It worked within a very short time.” B and L used the big Light-Life™ Ring on themselves and then asked if Ms. M needed it. She agreed. They passed the big ring over her several times. January 5: K and B used the crown repeatedly. M asked to use it for the first time. January 8: C got very loud. He reached for the crown and put it on his writing arm. He returned to work, and then said, “Hey, I have a smart arm!” January 9. 10, 11: “Never know where [the Acu-Vac Coil or Light-Life™ Rings are] without doing a head scan of the room. They are all very good though about putting [them] back on my desk before going to recess or lunch.” January 12: J and K started fighting. J started to rant. He put the crown on. He went to find another game and played with other children. “Shortest recovery time ever! The Light-Life™ Tools are in constant use now; only three students have not (yet) tried them.” Z used the Light-Life™ Rings everyday this week on his own and the Acu-Vac Coil, too. Mrs. D. congratulated him because this was the first time since school started that he hadn’t had a time out for the whole week. January 16: Z seems to be coming out of his autism. He seems to know that there are people outside of himself. He is nervous for the first time to stand in front of the class. Even though he was afraid, he did it. It was “little buddies” day, when the class goes to help younger students. Z used the Light-Life™ Ring. He said, “It worked. I didn’t freak out at little buddies.” M is feeling very oppositional to day. He used the Acu-Vac Coil then put on the crown. He rejoined the class in a better mood. January 17: J used crown and Acu-Vac Coil to “pull out confusion” during math. Later he held Acu-Vac Coil to help Z who was having a “big fuss” because he couldn’t do the math either. A had an outburst and used the Acu-Vac Coil. Later, he stood up for sharing and told a funny story. January 18: A started the day looking for trouble. He is now getting only “green cards” for good behavior. He said he “doesn’t feel comfortable being good.” We used the Acu-Vac Coil so he may actually make it! J is wearing the Light-Life™ Ring. He asked to smell the lavender oil and took a personal time out even though he didn’t need it. January 25: Ms. H took a Acu-Vac Coil, large Light-Life™ Ring and 1/2 Sacred Cubit Ring to her classroom and set them on her desk. The children call the smaller rings, bracelets. There are now 3 Light-Life™ Rings or “crowns” and one large Acu-Vac Coil in the room. “The kids noticed immediately, and all are in use.” Z responded to his name and number immediately, very different. R didn’t understand a commutative property in math. He put on the Light-Life™ Ring and held the large Acu-Vac Coil. He aimed it at “where his confusion was so it could draw it out.” Later, he explained the math property to Mrs. D. He used the crown throughout the day. January 26: M is getting work done with her temper under control. R is using manners today and keeping his temper. A is calming himself, no whining and better manners. He has a new friend. He is more respectful. N is not lying today. She is calmer and trying not to yell. M is working. He is talking clearly, raising his hand and speaking up in class. He plays without whining. Z is trying new things and not shouting or on the floor being a snake. January 30: Ms. M. receives a package of more Light-Life™ Tools: 3 large Light-Life™ Rings, 2 large Acu-Vac Coils, 1 Feedback Loop, 2 ½ Sacred Cubit Rings, 1 Lost Cubit Ring and the Environmental Harmonizer. She gives Ms. S a big Acu-Vac Coil, one Light-Life™ Ring and a Feedback Loop. She will leave the tools on her desk and let the students discover them on their own. The Environmental Harmonizer is placed so that its beneficial effects could be shared with others. Ms. D noticed the difference right away. Two days after placing the Harmonizer, a teacher next door who had not been friendly or social with them for the whole year “was all smiles and happy greetings”. Two teachers are noticing “amazing differences”. Ms. D “used the Feedback Loop on her hip and experienced the first relief she has had in months.” February 1: Light-Life™ Tools in 5th grade class: Environmental Harmonizer, 2 more Light-Life™ Rings, 3 1/2 Sacred Cubit Rings, 1 small and 3 large Acu-Vac Coils. First time the Harmonizer is used with sound CD. Awful week. Children take big step forward and become afraid of changes. It takes a while for them to feel secure and safe, “then they go back to the big good change.” Possibly a detox effect from tool. February 11: Ms. H is the 3rd grade Special Ed. teacher. She is now using the tools. After two days of having the Light-Life™ Rings and Acu-Vac Coil on her desk in her room she reports that she feels “definitely centered” and better able to deal with the students’ behaviors. She used the Acu-Vac Coil with #9 with “amazing results”: “He was quiet and did his work with concentration all day long….His work quality was amazing. … He really understood the work…He was better able to accept compliments and ‘get’ that he could be a good boy…and talented artist.” Day 2: We had another good day. Student #10 remarked, “The ring helped me do better on my AR test.” Wow! “I am truly excited and am wondering what will happen as we use more and more of the Light-Life™ Tools!” February 12th: 4-5th Grade: We observed an overall shift in the classes’ reaction to individual behaviors. Normally, when one student acted out all of the others would react in kind. “They had no concerns outside themselves. They now seem to want order.” They now continue working when another student is acting out. The Environmental Harmonizer seems to have made a great difference …not just in our classroom, but in the whole school. The principal at the school made the new special ed. classes at her school feel unwelcome and treats the teachers poorly in many ways. She recently announced at a meeting that the Special Ed department would be moving to a new school next year. “Interesting turn of events: Brand new [school], friendly staff, good principal.” Ms. W is an aide who has worked for 17 years at the school. She is devastated by the idea of going to a new school. I gave her the Acu-Vac Coil and the Light-Life™ Ring. She cried for a while then sat and meditated. February 19 week: A and J are bullies and have never had friends. Now they spend all their free time together. J does not respond to A’s bullying. A was on floor in a tantrum. Two students and I used the Acu-Vac Coils with him and he was able to get up and rejoin the class as if nothing had happened. Several of the children are coming to my desk to use the Acu-Vac Coil with others to quiet them. E is a high functioning autistic with a terrible temper and shouts, “No!” She does not handle time transitions well. She now wants hugs and says, “Yes!” She returns from timeout with no temper and starts back to work. She uses a timer to help her stop and start new work. R speaks too softly and slurs his words slightly. He is hard to understand. He has had six years of speech classes. T. is resentful and shows it constantly. R and T decided they want to be smart. They want to learn to read. They are now reading. R reads aloud and is understandable. W has made amazing progress this year. His parents want him sent to an institution. He doesn’t want to go. One day his mother sent a note in his lunch and signed it “Love, Mom”. W asked, “Do you thing she really loves me?” [What is happening at school might be happening at home, too.] February report 3-4 Grade: General Observations for the month. “We have had severe behavioral problems/issues with our class in the past.” The entire class has never had a whole “green” month of good behavior. Two boys are unable to even have one good day. In January for the first time ever [they] stayed on green for the whole month except for one day! Because of such a “dramatic improvement” the teacher gave the class a pizza party.” The Light-Life™ Tools are located in several strategic places throughout the room for the children’s use. As of February 23rd the entire class has stayed on green. Another celebration is anticipated. The children like to wear the crowns. After a few moments of playing with them they settle down to work and attend better. They wear the 1/2 Sacred Cubit Rings on their wrists. They notice the difference in energy when they wear them. The energy in the class has changed. They are a lot calmer, more cooperative, show compassion and empathy toward each other. “Physical violence has gone down dramatically.” Even their desks seem to be cleaner. Student test scores vary. Some have improved and others have not. The most significant and consistent change has been in overall behavior and attitudes among the students and the teachers. Empathy, cooperation, stability, self-esteem, ability to stay on task, longer attention span, willingness to contribute in class, order are not only new classroom traits but they continue to grow and develop. Reading skills seem to be noticeably improving. Some observations: He does not tease his friends so much. He was talking more audibly. He seems to pay more attention. What is amazing is that his reading skills have improved immensely…he is able to decode the majority of the words!!! He is more willing to contribute to class discussion and to answer questions in class. Her math station work has been excellent and she has made great progress. He has become more aware of the feelings of others. He is a lot more empathetic than he used to be. He and B have been playing very well together…They always choose to play together and are having fun. M has exhibited virtually no aggressive behavior. He is very willing to apologize. He accepts receiving recognition and enjoys it. He can help himself calm down. He can stand in line quietly. He plays with others because he is now good and patient. He reads quite fluently and did well on his retell of the story. She is getting along a lot better with other students. All of these comments mentioned that the student voluntarily uses the Light-Life™ Tools. “I can’t thank you enough…” |