Teachers Break the Silence about Telepathy

Hey, what's up everyone? This is Ky Dickens and you're listening to the Telepathy Tapes podcast.

Speaker 2 (00:05):

My son said to me, I can hear thoughts. What is this phenomena happening? Why are his mind and my mind completely connected? Telepathy is the tip of the iceberg with their spiritual gifts.

Speaker 3 (00:17):

People don't understand that they can do this. They don't even have to be in the same room, the same zip code.

Speaker 1 (00:26):

For decades, a very specific group of people have been claiming telepathy is happening in their homes and in their classrooms, and nobody has believed them. Nobody has listened to them. But on this podcast we do. Welcome to the fifth episode of the Telepathy Tapes. Parents aren't the only ones who are suggesting that nons speakers can read bins. Educators are witnessing this phenomenon in their classroom as well, and the teachers coming forward in this episode are brave. Many have not publicly talked about this before, and that's because they can lose their license, their job, or their reputation. By doing so,

Speaker 2 (01:22):

I've never talked about it

Speaker 4 (01:23):

Before, I've never talked about this. It's like, don't you dare say that out loud, you'll lose your job.

Speaker 5 (01:30):

Other teachers, they don't want to talk about it. They don't want to sound crazy.

Speaker 1 (01:35):

What you're about to hear over the course of the next episode is confounding, and if you've been asking if we're all capable of telepathy, this episode will provide answers. I'll never forget when Dr. Diane Hennessy Powell first revealed that teachers have long observed telepathy amongst non-speaking individuals. Two, it was a revelation that added another layer of credibility to these claims, and the first teacher Diane mentioned to me was Marianne Harrington and for great reason, she was one of the early teachers who witnessed telepathy over 30 years ago, and she has gone through great lengths to document it, validate it, and try to push this knowledge out there. She's now retired and works on a volunteer basis with some of her former students.

Speaker 6 (02:17):

My name is Marianne Harrington and I first was brought into this world as a classroom teacher for children with autism.

Speaker 1 (02:26):

Marianne witnessed extraordinary abilities and talents over her time as a teacher and discovering the non-speaker spiritual gifts as she calls them.

Speaker 6 (02:34):

It wasn't unfolding with many kids with many different lessons.

Speaker 1 (02:37):

I asked about her first concrete knowledge that telepathy was happening, and it was when she was visiting her former student, Anthony.

Speaker 6 (02:44):

I was visiting his classroom. He was no longer my student the night before in the grocery store. I thought, well, I'm going to see Anthony tomorrow and maybe I'll bring him a couple of his favorite things. I know he liked the butter cookies with the hole in the middle, so I got some of those. I saw these little chocolate, just those tiny packages and I thought, oh yeah, Anthony likes those. And then a little chocolate chip cookie thing. And then I happened to have gotten these fish candies earlier in the day

Speaker 1 (03:08):

When she visits him in the classroom. She forgot everything in the car. At the end of the visit,

Speaker 6 (03:13):

I said, I forgot I left your treats in the car. And I drew a picture of the butter cookie and I thought, well, that's probably all I'll bring in now so I can share it with his class. He grabbed a piece of paper and he drew a circle with some dots in it to show the chocolate chip cookies. He drew a donut and he drew a triangle with a spine through it, which I assumed meant the fish candies. So it really shocked me at the time for two reasons. I was impressed that he actually drew the pictures and I was impressed that how the heck did he get that information

Speaker 1 (03:47):

In her retirement? She spends time with Anthony and works with him often.

Speaker 6 (03:50):

I never really asked him until many, many years later. It was because I was thinking about him in the grocery store the night before, and basically I sent out a signal when I was thinking about him in the grocery store, about what he might like. It's not like he just jumps into my mind. He gave me the impression that he doesn't go anywhere uninvited.

Speaker 1 (04:12):

That was just the beginning. More and more students start to reveal in small and meaningful ways that not only are they in there, they can read minds with permission from parents. She started to conduct her own telepathy tests with students.

Speaker 6 (04:25):

I started making some videos to send out to people. I sent it to quantum physicists. I sent it to different universities that I thought might be interested in this.

Speaker 1 (04:37):

What were you hoping when you sent out the videos of these tests?

Speaker 6 (04:40):

I just want 'em to know that you're overlooking some huge phenomena and these kids are really quite spectacular and they can teach us a lot about consciousness in general.

Speaker 1 (04:50):

The effort that Marianne put forth to try to get someone, anyone to recognize the gifts in her students is remarkable.

Speaker 3 (04:57):

The tape you're about to see shows three 14-year-old boys with severe autism, two are totally nonverbal and one has some limited verbal capability.

Speaker 1 (05:08):

When I look at the video, I see a younger Marianne in a pink shirt sitting on a white couch. Marianne has layered shoulder length hair and a beautiful thoughtful face. There's this wonderful and nostalgic eighties look to everything.

Speaker 3 (05:20):

What I'm trying to show here is just their basic ability to pick up image sending.

Speaker 1 (05:26):

I love looking at Marianne's old tests she did these decades before Dr. Diane came along and one of the tests reminds me of the UNO test that we conducted with Houston

Speaker 6 (05:34):

Going to play a Lego game. It's going to be the Lego guessing game, and Marianne's going to put one Lego on your head and I want you to tell Marianne what color it is. What color is this? Lego Darvis. This is the color yellow. Got it. Very good. See, got that? He said yellow. What color do I have on your head now I have the color red. Got it. Very good. He said red. Okay, and the last one, I'm going to get one more color on your head and it's the color blue. Blue. Okay. Good job.

Speaker 1 (06:04):

She did such a variety of tests.

Speaker 6 (06:06):

Lemme try the Scrabble exercise. I'm going to make a random order here and then I'm going to ask them to come out of the bedroom and type it.

Speaker 1 (06:12):

And like you've witnessed with the test and other episodes, her students were always correct.

Speaker 6 (06:16):

Where did Marianne pick and Scrabble letters now, RAI. Excellent job. Thank you very much.

Speaker 1 (06:24):

I spent the day with Marianne at her home in Wisconsin, and I asked her what feedback did she get from the world when she sent out these incredible videos in the nineties.

Speaker 6 (06:32):

I was either censored, ridiculed, or just plain ignored. It just never really got investigated by the medical or scientific community.

Speaker 1 (06:41):

She said she didn't have enough letters after her name to be taken seriously. And the reason why is that these claims are in a direct conflict to the materialistic paradigm.

Speaker 6 (06:50):

These kids are miraculous beyond belief. We have to protect them at all costs.

Speaker 1 (06:55):

Before going on to more teachers, I first want to introduce you to Dr. Rupert Childre so he can illuminate how entrenched our western world is in materialism.

Speaker 7 (07:03):

I'm Rupert Childre. I have a PhD from Cambridge University. I studied at Cambridge and at Harvard. Most scientists are brought up on the paradigm of materialism, and this has dominated the scientists since the late 19th century. Materialism is the belief that the whole world is made up of physical stuff or matter, but none of this is conscious

Speaker 1 (07:24):

Or as it was beaten into my head. At Vanderbilt, what's real is physical matter that we can measure and observe

Speaker 7 (07:30):

The influence of this materialist dogmatism is very strong, and what they try and do is say that any educated person would agree with them. Anyone who doesn't agree with them is stupid, uneducated, ignorant, superstitious.

Speaker 1 (07:46):

In short, no matter how great Marianne's tests were, they wouldn't stand a chance because even respected credible scientists have failed to put a crack in the materialistic paradigm

Speaker 7 (07:56):

Over the last 50 years. And there's been a huge amount of research on telepathy published in peer-reviewed journals, which has proved to be repeatable and seems to me irrefutable in that it's showing that telepathy really happens. The problem is that the critics simply aren't interested in the evidence because their belief system is that this is impossible, but it's not rational. It's not based on facts. It's not based on the rules of the game.

Speaker 1 (08:23):

But what is based on fact is that thousands of parents and teachers and therapists are saying that telepathy is happening. So let's meet another teacher.

Speaker 2 (08:31):

Hi, my name is Carrie Houston and I am using a pseudonym right now because I am a speech and language pathologist. I have primarily worked in the school setting for the last 30 years, and what I'm going to talk about today could possibly affect my professional license, my certification, and I'm not ready for that to happen yet. So I have been working with the autistic population at least 27 years, and most of them have been nonverbal. They can read thoughts. Yes, absolutely. There's no argument there. They're not even listening to our words.

Speaker 1 (09:12):

I asked what made her think initially that they could read minds. Like many teachers, telepathy is not the automatic assumption. It's something that sort of seeks in as this inevitable truth. After years and time spent with many students, however, she points to a real tangible moment when there was other people in the room and they witnessed something remarkable with one student.

Speaker 2 (09:31):

He typed that he can read my thoughts, he's typed that he can read others' thoughts, and the teachers started to understand this because of the things that he was typing with them as well. But the most blatant experience of it was there were three of us standing together. It was myself, his para and the child, and maybe the teacher was behind.

Speaker 1 (09:57):

So Carrie, the paraprofessional and the teacher were all in the room with the student.

Speaker 2 (10:02):

This student immediately started acting out and was getting a little bit upset and I said, here, what is going on? Will you please type for me? He said, the name of his para is going to the beach. And I said, what are you talking about? And the para got a text message from her husband saying he's in Atlantic City and he locked his keys in his car and he may need her to come get him. And I had no idea what was on the text, and his parish just looks at me and said, are you kidding me? She showed me the text. I mean, Atlantic City is the beach. And so he was reading what was going on in her mind and the possibility that she may have to go to Atlantic City. So even though I had known about his abilities, that kind of solidified it more with the paraprofessional and the teacher.

Speaker 1 (10:58):

And now let's meet Casey, a teacher in the south.

Speaker 5 (11:01):

I was a teacher at a school for children with developmental issues. When I started working with the one kid in particular, I'll call him Jay, there was a series of events that happened where he knew information that nobody had told him.

Speaker 1 (11:17):

She gave me a bunch of different examples and small things over time just added up. For instance, Jay one day would just start crying and acting out.

Speaker 5 (11:23):

We were trying to figure out what it was, and he typed, I'm sad because he's leaving me.

Speaker 1 (11:30):

Because he knew that one of his favorite teachers was changing schedules and changing buildings.

Speaker 5 (11:34):

We never told them when schedule changes were happening, so it kind of was a flag for me.

Speaker 1 (11:41):

And at a certain point, Casey decided all of these things just can't be coincidences. So she decided to flat out ask Jay.

Speaker 5 (11:47):

I was like, Jay, this is going to be kind of a weird question, but can you type what I'm thinking? I was thinking one word and it was the word space, and he just typed that I was in shock. And then I was like, okay, it could be a fluke. He did that over and over. Being a mother myself, I knew that if I was going to tell anyone it was going to be his mom, and I asked him first of course, I was like, do you want to tell your mom? And he said, yes.

Speaker 1 (12:20):

They set a meeting and Jay was so excited about this and nervous he was bouncing off the walls and he couldn't regulate his body enough to sit there and spell what was going on.

Speaker 5 (12:29):

So I finally just blurted it out. You're going to think I'm crazy, but your kid can read my mind. I was so afraid. But immediately she started crying and she said, I knew he was special. She definitely, looking back, had instances that made a lot more sense to her,

Speaker 1 (12:49):

And then they collectively agreed that they should go tell the principal. And for Casey, just like so many teachers, they don't know that this is happening elsewhere in the world. So they think that they are witnessing a singular independent miracle of sorts. So of course she wanted to tell the principal just as if a teacher discovered some prodigy of another sort in her classroom.

Speaker 5 (13:07):

I'm the one that told her what I found out about Jay right after I said, I found out he could read mines. There was a little smirk and she said something like, I thought this might be why you're here. She's not surprised by this. That's interesting. And then she went on to say that they are aware and they have a list of students that they know are like him.

Speaker 1 (13:34):

Is it fair to say that you think she had been told that nons speakers were telepathic before?

Speaker 5 (13:40):

Yeah, I think that they have intimate knowledge that this is very real and potentially very impactful. And when you say they, do you mean like the school board or principals in general? The schools like this one that work so specifically with these individuals are aware.

Speaker 1 (14:02):

So now leaving Casey, I want to take you to the other side of the Atlantic where a teacher named Jess discovered this in a similar type of school.

Speaker 8 (14:09):

I started off as a teacher. That was my first and only job really.

Speaker 1 (14:14):

This is Jess. She's a retired teacher in Somerset, England, and in the late 1980s,

Speaker 8 (14:19):

I got asked to do a temporary contract in this school for children with speech difficulties and or language difficulties.

Speaker 1 (14:28):

It was intimidating terrain for her, but she loved it. And it turned into a permanent post. A new six-year-old student named Asher joined the class and immediately just noticed that he was having an immense influence on the behavior of the rest of the class, although no words were being spoken.

Speaker 8 (14:43):

I'd be reading a story to the class and they'd all be sort of giggling to themselves and they'd never done that before. They were really good little children. She said the entire class started

Speaker 1 (14:55):

Acting differently.

Speaker 8 (14:56):

So this was the first time I'd ever noticed it that they were communicating with each other in a nonverbal way. I remember one day when I saw them out in the playground and they were playing a game together. Everybody knew where everybody else was going to be and what was happening next. There was a real storyline to it, and yet none of them were speaking. It suddenly dawned on me, these little kids are communicating with each other through telepathy, and I kept it to myself, but I must have put out mentally to the children that I wanted in on this. I wanted to understand what was going on. I wanted to be part of it. And quite a few of them started to include me in this and to kind of teach me and train me in telepathy for want of a better word.

Speaker 1 (15:45):

Wow. Okay. So how did that unfold?

Speaker 8 (15:47):

I was working with this girl. I suddenly got this, the sort of prickling you get on the back of your neck when you know someone's staring at you. And it was like an enhanced version of that, and I was really feeling uncomfortable and I could feel that one little boy was behind me and he was beaming at me really strongly that he wanted my attention and he wanted it right then and there. And it wasn't a conscious thing. I was working with this little girl. She was really working hard, and I just said, without even turning round, Jimmy, just wait a minute, please. I'll come and help you in a sec. I'll get to you, but just be patient. And Asher was sitting across the room watching the whole thing and he went, well done, Jimmy. She got it. She got it. And then the whole class started clapping.

Speaker 1 (16:38):

So Asher had enough language that he was able to say that out loud, right. In these early years he was verbal, correct?

Speaker 8 (16:44):

Yeah, yeah. And with Asher saying she got it and the whole class clapping, I thought they do want in on this and this is wonderful. The next step was a little boy called Max who kind of took on the role of talking into my head. I could actually hear his little voice in my head when he wanted my attention. I could be off in the staff room or in the school hall or something and then I'd get this little voice in my head that was audible to me and I'd have to then go searching around the school to find Max. And there was always some problem. Somebody had fallen over or something had gone wrong or somebody wasn't very well, and he wanted me to come and sort it out.

Speaker 1 (17:30):

So he was the first voice you could hear audibly. Did you ever hear other kids audibly in your head or was Max the only one?

Speaker 8 (17:36):

I think Max was the only one. He was quite astonishing. Really.

Speaker 1 (17:40):

There's a lot to unpack here. And I asked Dr. Sheldrick, the esteemed biology professor and researcher from Cambridge, how something like this could be possible. He has studied telepathic communication in animals, and he's also validated the sense of being stared at in various peer-reviewed studies.

Speaker 7 (17:55):

I think that our minds feel like they're extended in space. They're not just things confined to the insides of our brains as materialists assume. And the idea of fields that are extended beyond material objects is actually totally standard within science. The gravitational field of the earth stretches out through space invisibly. No one has any problem with gravitation, nor does anyone have any problem with magnetic fields stretching out beyond magnets. And then your cell phone has an electromagnetic field.

Speaker 1 (18:30):

Dr. Sheldrake has written over 100 articles in peer reviewed journals and nine books, and his theory of the mental field is one of my favorite takeaways of his work. Gravity magnet cell phones, they all do have these powerful fields that impact the physical world around them, and we can't see the fields, but we know they're there. So it doesn't feel like a leap to think of our brains as having a mental field that extends beyond our body and can possibly impact overlap or even merge with other mental fields.

Speaker 7 (18:57):

It seems pretty clear that we and other animals have the ability to detect when people's paying attention to us. And so I think the sense of being stared at provides actual evidence for the mind being extended beyond the brain. I think telepathy does as well because when I think of somebody and I want to call them up, that person may be a hundred miles away or more, but they can feel my intention if they're close to me and they name me well and may start thinking about me. So then when I call them, they say, well, that's funny, Rupert, I was just thinking about you.

Speaker 1 (19:34):

I imagine that most of us have had this happen. When you receive a text or call, right? When you're thinking about someone, this happens so much in the olden days with letters that Mark Twain coined the term mental telegraphy. He once sent a book idea to a dear friend that he hadn't spoken to in over 11 years. He sent that letter on March 2nd. A few weeks later, he received a thick letter from the very same friend dated March 2nd containing the same book idea, meaning they wrote the same concept to the same contact on the same day. We've certainly upped the speed of our communication, but the sentiment is the same. I was just thinking about you, Jess is not the only teacher who's been able to telepathically hear her students back. In fact, every teacher that you've met in the episode thus far has had that experience. Here's Carrie from Pennsylvania again.

Speaker 2 (20:20):

I absolutely have heard my students thought I absolutely have answered them verbally. I don't know that I've ever shared it with anyone that I can hear their thought. So it's tricky for me too because I think I've turned it off because of my situation. If I really sit and really work at it, I can definitely hear it. But on a day-to-day basis, especially if I'm typing with a child, I make them type it because I need

Speaker 5 (20:54):

It to come from them.

Speaker 1 (20:55):

And here's Casey.

Speaker 5 (20:56):

Another miracle happened. I don't know how this happened. I just know that we were at school, he was typing and I started hearing what he was typing before he would type it. I don't remember exactly what the sentence was, but he was typing it and I was hearing it before I saw it on the screen. It happened really quick. I was like, wait, I'm getting a thought. You're typing the thought, but the thought's not mine. So how is this happening? So I'm trying to process all of this within seconds and I'm like, hold on, are you reading me or am I reading you? He said, you're reading me. And I was like, how did this happen? I still am not sure, but since that moment, I have had a telepathic connection with him where we can communicate mind to mind.

Speaker 1 (21:55):

And here's Marianne, who you met first. She's able to go back and forth telepathically with multiple students. And one time I asked her, what's it like? Does she just get images or feelings?

Speaker 6 (22:05):

For me? I just hear the words, it's in my head, but it seems to be on the left side through my left ear. I don't know why I hear the words before they're typed and I can do it with more than one person. So once you have an awareness, I think it's open to others. I don't know how the other teachers with telepathy our feeling, but I am in contact with so many, but she gets more images and stuff that she has to decipher a little more. But I just actually hear the words. We're just like one person is what it feels like when we're doing it.

Speaker 1 (22:33):

I understand that as listeners, this might be really hard to accept. Honestly, I hesitated to include the two-way telepathy information in this episode. But to fully grasp what's happening, we need to approach this with open-minded skepticism. If you're truly skeptical, you're willing to ask uncomfortable questions and seek the answers no matter how uncomfortable the questions make you feel. And I've spoken with dozens of teachers and therapists and all of them have mentioned engaging in this two-way telepathy. And here's Dr. Sheldrick again, giving some biological context to this.

Speaker 7 (23:04):

I think this is all biologically based. We know that telepathy is a two-way process. I think there are actual resonant connections between members of social groups that they remain linked even when they're far apart. When they're together, it's clear that they're part of a field that they will share. And you see this with flocks of birds like starlings, where you can have hundreds of thousands of starlings and they change direction almost simultaneously without bumping into each other. They all know where their neighbors are and where they're going to go. They're responding to something bigger than themselves. So I think this is true of social animals, right through the animal kingdom, including termites and ants is true flocks of birds, herds of bison, schools of fish, packs of wolves and so on. And I think that in social animals that this bonding means they remain connected at a distance.

Speaker 1 (24:07):

I asked Jess if she ever told any other teachers or the headmistress at the school what she was experiencing.

Speaker 8 (24:12):

I think I'd have lost my job. I think it's as simple as that. I met one lady who worked with nonverbal autistic preschoolers who was picking things up, and she started sending messages home to the parents that these children had telepathically dictated to her, and one of the parents took it up with the head teacher and said, look what this crazy woman is doing. She was sent off for psychiatric testing

Speaker 7 (24:39):

In our society, Europe and North America. We've had more than a hundred years of skeptical, materialistic, scientific education for believers in that worldview. These things are simply impossible. There's no way your thoughts or intentions could affect another person or an animal who miles away. So for materialists, they have an undue influence through the universities and through the media, and their main influence is through trying to make people who disagree with them look stupid as they don't look at the evidence, they just discredit them.

Speaker 1 (25:15):

But to admit any of this in relationship to the spellers is even more charged because it means we have misdiagnosed and underestimated these children. For decades,

Speaker 8 (25:23):

Children with learning disabilities are being isolated in mental hospitals

Speaker 7 (25:28):

Adjusting. They euthanized the child suffocated killed her autistic son, Jason. They weren't trained to deal with autism. Beer walls, nothing but a plastic mattress on the floor. Waiting list for services are endless.

Speaker 1 (25:41):

In certain countries, nons speakers have been euthanized and that is still occurring. There's been widespread institutionalizing and drugging of these children, and to admit that they're in there and might have gifts that we can't even begin to understand means that we have to account for the ways we've harmed and failed these children. Now to another teacher who lives in Illinois, she doesn't know anyone that we've introduced in this podcast thus far, and she upended my world when she told me that her kids talked about something called the Hill.

Speaker 9 (26:11):

My name's Maria. I work in the north suburbs of Chicago in a private practice and I predominantly see non-speaking autistic students.

Speaker 1 (26:22):

Maria has been working with the Nons speakers for over 20 years.

Speaker 9 (26:25):

Over the past five years, I've learned that many of my students, all of them at this point have telepathy and they can read thoughts and they can see spirits and in some cases have been able to predict events happening in the future.

Speaker 1 (26:42):

Maria then brings up the hill, which you learned about in episode three, and this shakes my very foundation. I interviewed Maria before any mention of the hill was made public. The episodes weren't out yet. There wasn't anything on my website about it, so I was dumbfounded.

Speaker 9 (26:56):

So two of them had explained a place that they gather, but it doesn't have any dimension to it because they gather together. They call it the hill because it kind of makes a hill of thoughts.

Speaker 1 (27:08):

Okay, so back up really quick because this is unbelievable. Okay, so you're in the northern suburb of Chicago, and can you tell me what they said about the hill or how it came up?

Speaker 9 (27:19):

I said, tell me about the hill. Is it a place? And the answer was not a place. It really has no dimension. We just all go there on our thoughts, and that's why we call it the Hill. Even one of my students shared, he said, A lot of the people from here are there, but I don't talk to them. When I go to the hill, I talk to this person from Denmark and this person from Canada because one talks about time travel and the other one talks about bees and the environment.

Speaker 1 (27:47):

I was truly at a loss for words. And Carrie in Pennsylvania also thinks her students telepathically hang out and communicate together.

Speaker 2 (27:54):

It's my understanding that they all communicate together. One student explained it as a grid. They've also started using similar words, which is interesting. The word plunk has come up, P-L-O-I-N-K. And it means to play almost because I've asked, I'm like, what does plunking mean? Well, one student told me and then another one used it, an adult who is not even in the school. It keeps showing up, which is also fascinating to me, which also lets me know they really are on the grid together and communicating between each other because the times that plan has come up, that word wasn't even in my mind, my vocabulary.

Speaker 1 (28:39):

I also want to include one more story from Maria, the teacher outside of Chicago who said that her student, Steven makes telepathic meetup appointments with another one of her students when they're not in school together.

Speaker 9 (28:48):

Steven shared with me that he would communicate with Bob in his home during the school day. He goes to see him at his home and his mind every day at two o'clock, and they visit, they have a set time

Speaker 1 (29:04):

As she says this, I think about John Paul, who we met in the last episode, who runs upstairs when he gets home and piles pillows on his head to block out all the noise in his house so he can concentrate on telepathically chatting with his buddies.

Speaker 9 (29:16):

If you're not able to connect with your body, but you have a drive to be connected to people and be in community, you'll figure out a way to do it with your mind. And they did. They figured it out.

Speaker 1 (29:28):

I love that statement so much. We have a deep drive to connect and know each other. And for those who can't because they don't have a voice, they have figured out a way how to. It is that critical for the human condition. But these experiences do start to beg the question, are we more than just our body? Are we consciousness? Are we an illusion or a hologram? Are we spirit? Are we light? And that brings us to our next teacher, Susie Miller, an incredible and brave human being who's based in Arizona.

Speaker 4 (30:02):

My name is Susie Miller and I am the author of Optimism, A New Way to Understand the Diagnosis of Autism. I was a pediatric speech language pathologist for decades and am now working with families all over the world.

Speaker 1 (30:21):

So tell me about your first interaction with this population.

Speaker 4 (30:25):

So my very first interaction was in 1999, and I was given a client that was diagnosed with autism. I went to this kid's daycare center to see him. He was walking around his daycare center saying, it's the millennium. It's 1999. And through my speech pathology eyes, I think, okay, this is a strange little kid. I didn't know what to do with him because I had no training in autism at the time, so I just was giving him some space. I sat down against the door, I let him walk around the room and get used to me, and me used to him. And as he was doing that, I saw this body of light floating above his physical body. I kept rubbing my eyes wondering What the heck is going on? What am I seeing? And I couldn't get that visual to go away. I saw it with my eyes open, saw it with my eyes closed, it didn't matter. And then I heard this little boy's voice say in my head, he said, that's my light body. You are here to put my light body back into my physical body. And I had no idea what he meant. I had no idea why he thought I had the ability to do that, because I didn't consciously know anything about that.

Speaker 1 (31:58):

In future episodes, we will delve into this because what was Susie seeing? I mean, could it be an equivalent of an aura? Is it something like the soul? Or was this young boy able to work with her consciousness to project something that maybe wasn't actually in her physical worldview but was placed into her consciousness view? Either way, it had a profound impact on Susie and it changed the rest of her life.

Speaker 4 (32:17):

But nevertheless, he took me through a process over a year where that's exactly what we did.

Speaker 1 (32:25):

How old was this young man?

Speaker 4 (32:27):

He was four.

Speaker 1 (32:28):

Oh my goodness. He was four. Okay. How was he communicating that to you,

Speaker 4 (32:32):

Telepathically?

Speaker 1 (32:34):

Had you ever experienced anything like that before?

Speaker 4 (32:36):

No. No. But it was so Kai, it was like, it wasn't like something like you're kind of going, did I just make that up? It was so clear in my head.

Speaker 1 (32:47):

What was your reaction as far as communicating that to other people?

Speaker 4 (32:50):

Anytime I tried to tell somebody who was in my profession, a speech language pathologist, they thought I had lost the plot, which, and rightly so. I thought I had to at least initially. The very first thing I asked him is, can I tell your mother? I'm a pediatric speech language pathologist. I hold a license. I'm certified. I have a certificate of clinical competence. I mean, I want to know that I can tell his mom what I'm doing. And he said, no. He said She won't be ready yet, but she will be.

Speaker 1 (33:25):

And all this aside, Susie still had a job to do. She was looking at his receptive language and expressive language and trying to get a handle on what he knew and what he could do.

Speaker 4 (33:33):

I remember one time he said, bring colors to me. I just need color. So I'd bring all these big colored scarves

Speaker 1 (33:41):

While doing the classwork. He wanted her to put the color scarves over him because when the scarf was over him, he could tell her the answers. And when the scarf wasn't over him, he couldn't.

Speaker 4 (33:51):

If the scarf wasn't over us, nothing, he would look at me like he didn't understand a word I was saying. I asked him what was going on, and he said he could take all of that information, put it into a color and absorb the color, but he couldn't absorb the pictures and the words. And I've seen this with kids later in life.

Speaker 1 (34:14):

This is fascinating because it reveals how some of her students process information. Most people process things through our five individual senses and the integration of sensory and motor skills. The nons speakers, however, without that connection to reliable motor skills seem to process information through the transfer of energy instead, whether that energy be thought, emotion, light, or sound. As we hear about next. When her student requested tuning forks,

Speaker 4 (34:40):

I went out and bought a whole array of tuning forks. I would bring them in, he'd say, not that one. Not that one, not that one. Finally, we got to two that he liked and I hit the two. And you could literally just see him start to regulate in his body. And he said, one of the tones is my soul tone. One of the tones is my body tone. I'm trying to get my spirit and my body to go together. And I've used that in helping people integrate since then. It's like finding those two tones.

Speaker 1 (35:19):

And eventually she started to write down a lot of her findings and stories and also the reality about telepathy within this population in a book.

Speaker 4 (35:27):

So I wrote Awesome, and I had so many people, Kai, people were reaching out professionals, parents, psychiatrists, educators, you name it. And they were saying, oh my gosh, I've had experiences with the kids that are similar. I didn't have anybody to talk to about it. It's been thousands and thousands of clients now, Kai. So to have all of them be telepathic to not only telepathic, but to have other unique skill sets.

Speaker 1 (35:59):

And now as part of your work, you're able to help teachers or family members with the telepathic link. Is that correct? Are you kind of helping coach people to get there?

Speaker 4 (36:10):

Yeah, absolutely. At one point, I ran a practitioner process. Its main focus was just helping people make that telepathic connection.

Speaker 5 (36:20):

Wow.

Speaker 4 (36:22):

It's really important when people first have telepathic experiences with the kids that we keep going back to the source and verbally saying to them, is this what you meant? This is what I heard. Every single one of the kids will give you a yes or no one way or another.

Speaker 1 (36:42):

Marianne Harrington, who you met in the beginning of the episode said her former students have access to so much information and knowledge that asking them to spell it out is like trying to suck an elephant through a straw.

Speaker 6 (36:54):

The knowledge they have access to all of it, everything's there. It's all floating around. And I kind of serve as the current so they can get the information through,

Speaker 1 (37:01):

Which makes you wonder if two-way telepathy is the key to helping Nons speakers share with us all that they know.

Speaker 6 (37:07):

They want to share their knowledge. I think they have a lot to teach us.

Speaker 1 (37:10):

In episode four, you heard Dr. Powell mention the possibility that consciousness is something we can tap into. Listening to Marianne describe how Anthony accesses information. It sure seems that way. Anthony explained that there's a knowledge base that's just floating around and he can access all of it, but relaying this information through a letter board is pretty restricting. And Marianne having figured out how to receive his thoughts via telepathy, says she can act as a current to help him funnel his knowledge from out there in the ether into a tangible 3D world. To close, I want to return to Jess in England. Her student, Asher, that 6-year-old boy that was causing mischief all those years ago in class decided to stop using his voice. Once he became an adult, he found telepathy to be a much more streamlined way of communicating. And here's what he had to say about that.

Speaker 8 (37:57):

He said, when I and some other Neurodiverse people produce sound, it does not come easily to others. It sounds discordant words are a kind of freezing of ideas and sounds into symbols. And for that reason, they can create a barrier or problem. For some neurodiverse people, when we try to speak, we must consider volume, pitch tone, expression and intention in order to communicate verbally as well as creating the actual sounds with breath, mouth, and throat. Those things are exhausting and difficult. It's such a crude method of communicating compared to telepathy. After all, we usually know what others are thinking. It would be so much easier if they could feel our thoughts. Wow.

Speaker 1 (38:46):

So yes, telepathy may be the best way to open up this incredible group of people so they can share all that they know and have access to, but until society catches up with them, spelling to communicate will still be critical.

Speaker 2 (38:58):

Telepathy is scary. It's something that we see in movies. It's something that superheroes do, but us mere mortal are not capable of doing it. And so it is something to be feared. And so the telepathic thing is important. However, we're still at this stage where so many people are not there. So we need a bridge. And as a speech pathologist, it is really important to me that they still know how to type to communicate because that is how they are still going to be heard right now in this present moment. And I love that we can do it telepathically, but as long as the society is where we are right now, they still have to type their words so that people can understand them and unfortunately prove themselves.

Speaker 1 (39:44):

And here's the truth of the matter. The nons speakers and their families and their teachers are not these uneducated, misguided, woowoo people. It took most of them months, if not years, to reluctantly accept what was happening. They aren't the ones who are wrong. Our paradigm is simply wrong. So what's right and what does that mean for all of us? Next week, we're taking on the gatekeepers, starting with a deep dive into conclusive peer-reviewed research on telepathy and ESP that's been buried or ignored. We'll talk with leading scientists, including Dr. Dean Radden, Dr. Rupert Shedrick, and Dr. Diane Hennessy Powell. A very special thanks to my incredible collaborator and producer, Jen Za, who created all music and sound effects for this episode of The Telepathy Tapes. And I also want to thank Katie Asher for her incredible insight as a story consultant on this episode. Remember that you can review some of the tests and see some of the film recordings on our website, the telepathy tapes.com. Thank you so much for tuning in, and join us next week as this world expands and deepens.