Who are considered the Neurodiverse?
What is neurodiversity? Individual differences in brain functioning regarded as normal variations within the human population because of genes, environmental, and intersecting factors. Intersecting identities is the concept that an individual’s identity consists of multiple, intersecting factors, including but not limited to gender identity, gender expression, race, ethnicity, class (past and present), religious beliefs, sexual identity and sexual expression. [Retrieved from https://en.wikipedia.org/wiki/Intersectionality].
As well, those who experience the following:
Developmental Coordination Disorder (DCD)
Developmental Language Disorder (DLD)
Benign Rolandic Epilepsy (BRE)
Autism Spectrum Condition (ASC)
Fetal Alcohol Syndrome (FASD)
Attention Hyperactivity Disorder (ADHD)
Visual Impairment (VI)
Chronic Fatigue Syndrome (CFS)
Hearing Impairment (HI)
Joint Hypermobility Syndrome (JHS)
Post Traumatic Stress Disorder (PSTD)
Bipolar Disorder (BPD)
Obsessive Compulsive Disorder (OCD)
Traumatic Brain Injury (TBI)
Motor Neuron Disease (MND)
Cerebral Vascular Accident (CVA)
- Childhood trauma
- Dissemination Evidence-based treatment
- Learning collaborative
Evidence-based mental health interventions for traumatized youth: A st… https://www.sciencedirect.com/science/article/pii/S0005796711001367
Retrieved from https://www.achieveability.org.uk/files/1460064713/neurodiversity-with-reference-to-dyspraxia-mary-colly.pdf; American Psychiatric Association (1994) DSM-IV-TR Diagnostic and Statistical Manual of Mental Disorders. Washington DC, APA, https://www.psychiatry.org/patients-families.
Neuropedagogy & IQ- Disparagment of Perceptions
What is neruopedagogy? Neuropedagogy as a scientific discipline: interdisciplinary description of the theoretical basis for the development of an educational research field of the mind, brain and body; Basically, it is when science and education meet, and whose scientific aims are to learn how to stimulate new zones of the brain and create connections. It also merges neuroscience, education and psycology including (w)holism. ‘It is targeted at stimulating the brains of all types of learners, not only those with students who have learning differences. Applying the findings from neuroscience to teaching and learning.’ [Retrieved from Sara Naegele, MSEd and Dechantal Montano. “The Fundamentals of Neuropedagogy.” Brain Blogger The Fundamentals of Neuropedagogy Comments, brainblogger.com/2015/01/25/the-fundamentals-of-neuropedagogy/.]
We tend to think that learners differ along general dimensions such as IQ or verbal ability. But, in fact, each of the myriad small specializations are sources of individual difference. The person who has perfect pitch is not necessarily more likely to have amazing color perception or remarkable face recognition. People differ in hundreds of thousands of ways rather than in one way or even in a handful of ways. Retreievd from: http://udltheorypractice.cast.org/reading?13&loc=chapter2.xml_l1969932
A healthy mind (intelligence) depends on the impact of trauma , especially learning with trauma, on the leb and the realsing of negative present and generaltional emotions that a person has experienced in their lifetime. Most important, where they are in the process of healing their “leb”. Ones IQ can change, in each situation and “season” of their life! Note: This is how we “label people” based on how they have genome are expressed based on factors of functioning based on typical circumstances and situations:
The average score on an IQ test is 100. These labels are often given for IQ scores:
- 1 to 24: Profound mental disability
- 25 to 39: Severe mental disability
- 40 to 54: Moderate mental disability
- 55 to 69: Mild mental disability
- 70 to 84: Borderline mental disability
- 85 to 114: Average intelligence
- 115 to 129: Above average or bright
- 130 to 144: Moderately gifted
- 145 to 159: Highly gifted
- 160 to 179: Exceptionally gifted
- 180 and up: Profoundly gifted
[Retrieved from Cherry, Kendra. “Do You Have a Genius IQ Score?” Verywell Mind, 3 Aug. 2020, www.verywellmind.com/what-is-a-genius-iq-score-2795585.]
This cubed model of intelligence (see below) should be added to the ‘triarchic theory’, “this theory of intelligence has three aspects: analytical, creative, and practical (Sternberg 1985). Analytical intelligence, also referred to as componential intelligence, refers to intelligence that is applied to analyze or evaluate problems and arrive at solutions’. [Retrieved from https://www.simplypsychology.org/intelligence.html].” ‘This is a major theoretical issue for psychologists because they are divided on which perception [the mind] relies directly on for information in the environment. Some argue that perceptual processes are not direct, but depend on the perceiver’s expectations and previous knowledge as well as the information available in the stimulus itself.’ [Retrieved from https://www.simplypsychology.org/perception-theories.html].
Neurodiversity Includes A Different Focus
2 – image 4.3 cubed model of intelligence illustration
I want you to think about the Necker cube, which is sometimes used to test computer models of the human visual system, to see if consistent interpretations of the image are the same. There is evidence that by focusing on different parts of the figure, one can force a more stable perception of the cube.
The high heart chakra aka thymus. This chakra serves as an amplifier for divine manifestation and creation. It helps to channel energies and stimulates the whole energy system of the body. It is there to guide you in expressing yourself. It brings the urge of establishing yourself within society up into the heart arena, so that all of your creations radiate from your heart, that you can only follow a path, job, life mission, which is in accordance with your heart chakra [God]. The 8th chakra is the mediator between the heart and the plexus.
A 12 Plus Chakra System is where you, and the trinity, are united, and you are no longer suffering. Also, a new chakra popping up at the back of the neck. This chakra especially serves communication and as was said in the beginning can help those, who have their job or mission in the arena of writing, speaking, and teaching. This chakra together with the motor chakra builds up a pyramid through the assemblage point, which is another very important energetic feature of our energy system. The assemblage point guards and controls our perceptions.
“The core is not developing the new chakra-system, but rather to expand your consciousness beyond what is perceived by the monkey mind.” [Retrieved from Ourangelsguidance: http://www.ourangelsguidance.ca/. “THE 12 CHAKRA SYSTEM AND TWINFLAME PROCESS.” Our Angels Guidance, 13 Nov. 2016, https://ourangelsguidanceblog.wordpress.com/2016/11/13/the-12-chakra-system-and-twinflame-process/]
Think about Word-Conscience Students w/ Representational Drift (Eye-Hopping)
“The evidence of stable stimulus representation in the face of this variability has led to the suggestion that the functional connectivity of the sensory cortex may grant it robustness to noise while maintaining the ability to undergo experience-dependent plasticity17.” Retrived from https://www.nature.com/articles/s41467-021-25436-3
Anything that is subjective or factual knowledge and not wise doesn’t meet the needs nor natural inquiry of the divergent minds’ perspective. -Tricia Cook
Lastly, think about the Rorschach Test, which is a projective psychological test, by Hermann Rorschach developed in 1921. Approximately, how many neurodiverse learners are in existence? 23% of all learners, just under 1/4 of children and adults. The neurodiverse percieve words as images of color-emotions [Feelings & Future] in their mind and their symbols, as we do the images known as inkblots. The emotions give us our subjective view of what we read, write, speak and hear. This is why testing should be obsolete; this can not be tested. In my perspective all IQ testing nor standardized tests (even those by gold standard) are not set up for neurodivergent learners; Actually, most of education isn’t revolutionary and set up to tests this divergent way of thought- along with the authenticity of each person’s mind.
For this and other visual phenomena and optical illusions, see Michael Bach’s web site http://www.michaelbach.de/ot/. Adelson’s “Checkershadow Illusion” can be seen at http://www.michaelbach.de/ot/lum_adelsonCheckShadow/index.html. An excellent explanation can be found at http://web.mit.edu/persci/people/adelson/checkershadow_description.html. An additional optical illusion that shows a similar phenomenon can be found at http://www.michaelbach.de/ot/lum_adelson-plaid/index.html.
Here are a couple of reasons why read as follows:
I argue, the IQ is a fluid as a person’s EQ depending on the mindset, situational triggers, circumstance, and environment as well as what is mentioned prior when writing about functional systems and senses. This is why when they get the results from neurophycologist, the parents say to me, ‘this isn’t right I KNOW my child is intelligent’. I usuallt agree and say I know at home and with me they are…not in a place they’ve nevern been into before with people they just met nor with such pressure to do well on testing!!
I also argue that he cubed model (image 4.3) should be added to how we test IQ because it takes the variance of human perceptions held inside the thymus which is our “central intelligence”, which again is part of one’s spiritual mindset and imagination which takes into account: variances in experiences such as contents (facts), products (form/ functions), and operations (feelings/future) (see my Lesson Plan in Part II of Their Nature).
God’s Seal Of The Holy Spirit: Intelligence & Imagination
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 of the box” and magnitude of a specified characteristic or quality beyond typical/standard understanding!!! This is where most of the neurodiverse gain their “logic”. Also, provide tools for calm!
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. Today, think of those with acquired neurodiversites when it comes to learning with trauma and stress of learning when you are helping them with their needs.
Where is your focus? Work, family, heart-ache, troubles…
Discursive reasoning is thinking a problem through logically step by step from one premise to another in an attempt to arrive at an acceptable conclusion or explanation, using Discursive Practice is a theory of the linguistic. Note: A discursive action is one that moves from one point to another because it is unable to grasp a complex whole in a single act (see reasoning below). This term is more commonly translated as cogitative power or cogitative sense. What is Intuitive Power? The ability to listen, surrender to the flow, and cultivate a connection to our whole-being wisdom — which includes the intelligence of mind, heart, emotions, body sensations, and gut feelings. Relies on a supernatural force, or simply the brain analyzing facts at a subconscious level. Those, who are neurodiverse, use the opposing to discursive reasoning which is called intuitive knowledge or power which is not a part of IQ examinations.
As listed above on the cubed intelligence model, I need you to note under operations with convergent and divergent operations. Most people are convergent and have deductive reasoning and convergent thought. Those with neurodiversity have divergent production and have inductive reasoning and divergent thought. This is not the norm. The convergent production is based solely off of the “scientific method”- this thought process involves answering “what” with facts/form and function with theory, hypothesis, testing, and conclusion. The divergent production wants to answer the “why” using with feeling/future with their own observations, patterns, hypothesis, and theory. In time, they observe what’s developing in their own perceptions of their mind through symbolic, behavioral contents, then evaluative memory of certain relations, systems, transformation, and implications before they come up with a variety of never been used ways for a solution. [Retrieved from “Best Child, Career Counselling and Assessment Center in India.” Energiasoi, www.energiasoi.com/].
According to my friend Vishwas Asolkar, when referring to the cubed intelligence model, he says, “teaching patterns with Fractal Grids Patterns is an excellent method to understand and resolve complexities of thought waves to eliminate undue factors of mind, brain energies and directing wave path and time, essential elevation to higher spiritual layer thus is made possible by way of release of energy to sooth the cerebral pressure, cerebrum being a central part is heavily busy all the time with tremendous pressure/stress to sustain…Understanding the anatomy of brain is very much important for yogic/spiritual transformations…Jesus or Jesus like Sages are much above these stresses at the 12th level or beyond!
What was the nous? Beyond simple language (maths, literacy)
Nous one of the basic categories in classical philosophy, representing a generalization of all the laws of the meaning, reason, and thought that prevail in the universe and in man. In ancient Greek natural philosophy (sixth to fifth centuries B.C.), nous is closely associated with the sensual and material cosmos. But there is a more real and perfect realm, populated by entities (called forms or ideas) that are eternal, changeless, and in some sense paradigmatic for the structure and character of the world presented to our senses. In pre-Socratic philosophy, it became increasingly distinguished as a source of knowledge and reasoning opposed to mere sense perception or thinking influenced by the body such as emotion.
SOME Communicate Beyond… by “Knowing Christ”
FOCUS ON GOD– HIS LOVE (ESSENCE) & FEEL HIS GLORY (Divine ENERGIES)
“You shall bind them as a sign on your hand (Essence) and they shall be as frontals on your forehead (Divine Energy). Deuteronomy 6:8
PYAM (Surrendering To God)
According to Mark Briscoe, Jesus experienced anger and grief. His anger was a righteous anger for it had to selfish reasons. He experience grief when Lazarus died but not for Lazarus but fot the people who lived Lazarus. He knew he would raised Lazarus. But looking at the people who wept he was grieved. And you find the shortest verse in the Bible. “Jesus wept.” He didnt feel shame or guilt for they imply He would have sinned.
Conscience is the built-in power of our minds to pass moral judgments on ourselves, approving or disapproving our actions, thoughts, and plans, and telling us, if what we have done is assessed as wrong, that we deserve to suffer for it. Conscience has in it two elements: an awareness of certain things as being right or wrong, and an ability to apply laws and rules to specific situations. Conscience insists on judging us, and insist on judging us by the highest standard we know. So we sometimes call it God’s voice in the soul, and in a sense it is.
Paul says that God has written a certain knowledge of His laws on every human heart [Rom. 2:14-15], and experience confirms this. But conscience can be misinformed, or conditioned to regard evil as good, or become seared and dull through repeated sin [1 Tim. 4:2]. The judgments of conscience are only to be received as God’s voice when they match God’s own truth and law in Scripture. The conscience must be educated to judge scripturally.
Superstition or scruple may lead a person to count as sinful an action that according to God’s word is not sinful. But for such a “weak” conscience [Rom. 14:1-2; 1 Cor. 8:7, 12;] to go against itself and do what it mistakenly judges to be wrong would be sin [Rom. 14:23]. Those whose conscience is “weak” should never be pressed to do what destroys their good conscience.
The New Testament ideal is a conscience free from guilt and able to guide us in a holy direction. The conscience can only be freed from guilt by the power of Christ’s blood. Once freed and protected in its freedom by the gift of justification, the conscience is able to grow through the teaching of Scripture and the means of grace in Christian life…
Important Prayer: I kneel before you and ask you to absorb into your body on the cross all of the wounds inflicted on my sick heart. Thus, by your stripes, I can receive healing for the psychological, emotional, and physical wounds I received at the hands of others. I release the cruel words, the deep betrayals, the traumatizing events, and the pain into your hands pierced for me. I receive your healing and your hope in my heart. I invite you to begin the process of restoring my belief in your goodness, in your intervention, and your tender-hearted care for me. Show me where my source of hope lies in you. Amen [Retrieved from https://poemachronicles.com/restoring-hope/?fbclid=IwAR0XHwDRu0yOaDsxkVdQ1c3hTIH7UeTjVVLNvp2iCkhHa_MJyE1uRm1_I7w].
Like my new friend, Al Rosenblum wrote, God made us with an empty place in our hearts that only He can fill. He fills the spiritual need enabling us to operate lovingly and effectively in our human relationships. The empty place causes us to have hunger/thirst for love, affection, appreciation, etc. We use our faith to attach to people and things in our world that we believe will fill our emptiness. Before salvation which happens in a microsecond of time when we believe the gospel (death, burial, resurrection of Jesus to resolve our sin debt with God-Father) we are disconnected from God and can only attach our hunger & faith to people & earthly things of the world. We attach our hearts to the things of this life and build a false belief system around the idea that the love of people (instead of God) and possessions can make us happy (a lie). We build our entire belief system on lies that we pick up out of the world (this statement requires considerable explanation). All that we learn & believe that builds our thinking system before we are save is devoid of God as the center & purpose and without the Holy Spirit to reveal the divine truths to us. After we are saved we use the same system to learn the same divine ideas that Jesus used in His earthly life so that we can use them too, becoming like Him from the inside out.
We have all harbored anger and shame in our high heart-mind. On the other hand, “In your anger do not sin” : Do not let the sun go down while you are still angry,…” https://www.bible.com/en-GB/bible/111/EPH.4.26.NIV. Jesus works on our “Leb” at night, giving His believers instruction at night and request for us to be in a mindset of Christ the rest of the day!
- Make sure you understand salvation.
First John 5:13 tells us, “I write these things to you who believe in the name of the Son of God so that you may know that you have eternal life.” God wants us to understand salvation. God wants us to have the confidence of knowing for sure that we are saved. Briefly, let’s go over the key points of salvation:
(a) We have all sinned. We have all done things that are displeasing to God (Romans 3:23).
(b) Because of our sin, we deserve to be punished with eternal separation from God (Romans 6:23).
(c) Jesus died on the cross to pay the penalty for our sins (Romans 5:8; 2 Corinthians 5:21). Jesus died in our place, taking the punishment that we deserved. Jesus’ resurrection proved that His death was sufficient to pay for our sins.
(e) The Holy Spirit comes to reside permanently within us at the moment of faith. He assures us of everlasting life. He teaches us God’s Word and empowers us to live according to it.
That is the message of salvation! If you have placed your faith in Jesus Christ as your Savior, you are saved! All of your sins are forgiven, and God promises to never leave you or forsake you (Romans 8:38–39; Matthew 28:20). Remember, your salvation is secure in Jesus Christ (John 10:28–29). If you are trusting in Jesus alone as your Savior, you can have confidence that you will spend eternity with God in heaven!
3 – Contact Tricia Cook, MEd., RSP, AOG; https://tcooktutoring.instabio.cc
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Part II READY NOW Nurture Their Nature: BY HEALING OUR VERY OWN [LEARNING] DIFFERENCE
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4 – My ELBERT : EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! Helping Those with a Neurodifference Enjoy Learning Again
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