Perception & Neurodiversity

#education #ASC #mentalhealth #ADHD #student #dyslexia #myelbert

In mice, a specific type of brain cell called a PV neuron improves the ability to distinguish a target sound from background noise (i.e., the cocktail party problem) (Kamal Sen, Boston University). The feeling of ownership over one’s body while experiencing an event strengthens the memory representation of that event in the hippocampus, a brain region involved in learning and memory (Heather Iriye, Karolinska Institute, Sweden). In humans and monkeys, imagining an object’s movement activates motion-sensitive areas of the brain, suggesting that both species can simulate versions of the world in similar ways (David Sheinberg, Brown University). A novel technique involving non-invasive transcranial magnetic stimulation (TMS) informed by real-time scalp EEG recordings enhanced human visual perception by modulating communication between frontal and visual brain regions (Nitzan Censor, Tel-Aviv University, Israel). These studies give a better understanding of the neural basis of perceptual phenomena will help clarify both ordinary experiences — such as the ability to pick a single voice out of a noisy background — and disorders in which perception is altered — such as attention-deficit/hyperactivity disorder, autism, schizophrenia, and Alzheimer’s disease. Today’s new findings show [Retrieved from]:

I argue, that IQ Intelligence Quotient- leaves little room for imagination. Where the mind includes the “seeing & hearing” trusting of God’s Higher Intelligence & Imagination for the fulfillment of our purpose (Glorifying Him). Imagination Quotient (IQ) would need for us to look “outside the box” and the magnitude of a specified characteristic(s) or quality beyond typical/standard understanding!!! This is where most of the neurodiverse gain their “logic”. Also, provide tools for calm! Read more here about this:

Due to my neurodiversity and neuropedagogy, As I see it, we have three choices with teaching students, which includes the following:

1) Help them discover and develop their interest. Teach them the tool of mind maps. Help them apply that interest to develop solutions for the problems of today or in the future. After a long period of mostly independent research on the problem/solution, facilitate them on presenting those solutions that they discovered in any medium of their gifts, strengths, and talents (drama, graphic-design, singing, videos, drawings, sports, etc). Ex. the student only has interest in history- and a love for poetry, then have them present a free verse poem on the solutions based on their knowledge of the past and their research.

2) Help them discover their interest. Help them apply that interest in teaching them the content (English, History, Maths, Science). Ex. the student only likes history- anytime the history lesson/study allows, you can integrate the content areas. When discussing the history topic of their choice, take that opportunity to make an applied word problem and a hands-on project (integrate the academic content, then). Note: If you are choosing this one, find out what are their gifts, strengths, and talents?

3) Teach them like everyone else- constantly content and context switching, bombarding the senses and shaming them if they don’t understand because not of their interest. I warn you might hurt their self-esteem and self-worth if you teach them like everyone else.

Trust me, if it’s of their interest aka purpose, they will surprise you in what they know. Their “own knowing” is what they need to trust, and if they trust their own processing, they will learn what they need to learn to fulfill their purpose. If they go by their interest, they’ll do it faster, further, and better than anyone on the planet has ever down before, i.e. Einstein. Also, think of those with acquired neurodiversites when it comes to learning with trauma and stress of learning.

#dyslexia #dyslexiaawareness #adhd #dyslexic #autism #dyslexiaeducation #dysgraphia #education #dyslexiaadvocate #dyslexiasupport #learningdisabilities #dyscalculia #specialeducation #dyspraxia #saydyslexia #specialneeds #dyslexiaisreal #madebydyslexia #learningdisability #dyslexiapower #neurodiversity #learning #dyslexicadvantage #reading #autismawareness #ortongillingham #asd #learningdifficulties #dyslexiamom #bhfyp #neuro #neurologia #neuroscience #neurology #brain #fisioterapia #medicine #o #a #neurosurgery #medicina #fisio #neurociencia #psicologia #dnb #health #medical #neurocirurgia #n #drumandbass #cerebro #anatomy #fisioterapeuta #neuropsicologia #science #bpm #physicaltherapy #repost #brainhealth #bhfyp #positivemindset #awareness #agility #literacy #tutoring #difference #mindset #education #learning #environment #perspective #mind #present #emotionalagility #positivelearning #alternativeperspective #learningdifferences #learningdifference #learningenvironments #learningenvironment #positivelearningenvironment #neurodiversity #epigenetics #self #environments #academia #type #educator #direct #neverstoplearning

Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G Tutor & Montessorian

My interest is in helping parents and teachers to understand learning and behavioral challenges and to love learning again. I graduated from Auburn in ECE in 1998. I have been a Montessori teacher here in Birmingham for almost 12 years and have lived in Birmingham for the past 19 years. As an early childhood teacher, I want continue to grow and develop as a constant learner. In 2012, I graduated from Secondary Education with a P-12 Reading Specialist certification the University of Alabama. As a Reading Specialist, I train on diversity and literacy development; I have a specialized knowledge of assessment and diagnosis that is vital for developing, implementing, and evaluating your literacy and neurodiversity behavioral, character development programing. Also, I have varying experiences designing instruction and environments for Montessori and Non-Montessori (OSR-Pre-K) environments. Therefore, I can consult for any environment or setting! In 2013, I attained my highly qualified status in ECE and Reading. In 2013, I also got my Orton-Gillingham AA tutor certification. I currently tutor full-time along with consulting. I have actually been tutoring since 2003. Along with other independent tutoring/interventionist experiences, I have brought dozens of students from an emergent to an advanced reading level! In addition to tutoring, I have provided the reading strengths and needs of my students and share that information to classroom teachers, parents, specialized teachers, and other stakeholders.  Lastly, I have also been a trainer/presenter, since 2008 and really enjoy this aspect of my career. As an experienced trainer, I have trained on many topics including: literacy (the five components), classroom management, positive discipline, diversity character development, Montessori Philosophy, policies and procedures, child development, and Alabama's Pre-k. Take note: Schools and families are desperately looking for an alternative type of affordable multi-sensory, hands-on, and interesting instruction. Currently, I am training and interested in writing on the following topics: A Comparison of Pre-K to Kindergarten; Adolescent Literacy (7th+); Assessment; Developing Readers; Children’s Literature; Classroom Management Techniques; Comprehension; Montessori Philosophy; Environmental Print & Early Writing; Family Attachment; Language and Literacy; Outdoor Classroom; Poetry Writing (7th+); Positive Guidance; Fine-motor Development; Cursive Writing; Creative Writing; Comprehension: Study Skills/Test Taking Strategies; Morphology; Phonics Instruction; Diversity Education; Neurodiversity Education; HandWriting; Reading Strategies; Best Practices P-12. Thank you, Tricia Cook, MEd., RSP, AOG;

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