My Elbert: Perception, Senses, and Neurodiversity

What is neruopedagogy?

My current practice is a holistic, alternative approach to being and aims to learn how to stimulate new zones of the brain, and increase self-directed neuroplasticity, and create connections (neuropathways) for learning to be successful. Furthermore, it is targeted at naturally stimulating the brains of all types of learners, not only those with students who have learning differences. You need to know that my neuropedagogy is based on the following: my own inductive reasoning, logic of evaluation, outside-of-the box problem-solving skills, detective sense contributed to my own gift of neurodivergency, gift of knowledge and wisdom (discernment), countless hours of student observations, (w)holism, neuroscientific, neuropsychology, educational research, and spiritual/religious studies (Nouthetic Counseling) along with my perpetual care for the “whole person”. We identify goals and potential solutions to problems which cause emotional turmoil; seek to improve communication and coping skills; strengthen self-esteem and connection (unity) with God; and promote behavior change and optimal mental health.

κοπιάω (Strong’s #2872 — Verb — kopiao — kop-ee-ah’-o ) (a) “to grow tired with toil,” Matthew 11:28; John 4:6; revelation 2:3 , also means (b) “to bestow labor, work with toil,” Romans 16:6; Galatians 4:11; in John 4:38 , AV, “bestowed (no) labor,” RV, “have (not) labored,” and, in the same verse, AV and RV, “labored.” See LABOR , TOIL , WEARY.

Nurture Their Nature

Nature is the maturation of the brain and body; for the purpose of survival, it’s the ability to perceive, give meaning, learn, and act including motivation along with resilience of our very own environments, and seeking out patterns first.

Our brains and particularly the posterior lobes of cortex, have evolved to recognize environmental patterns efficiently. Just as affect can influence what we perceive in the outside world, our expectations about what we are seeing can warp what we do see. Illusions, like Abelson, are great ways to illustrate the brain’s dependence on and interaction with patterns when recognizing our world. The environment is comprised not of random or chaotic information, but rather of predictable patterns. Humans’ ability to rapidly recognize those patterns is a critical part of how recognition networks function.. Received from].

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]:

(SEE Neuropedagogy & IQ- Disparagement of Perceptions, scroll to bottom to last section)

Speaking of the “whole child”- the vagus nerve connects the brain stem to the body. It also connects and aligns the chakras (energy centers-wheels), Pons, RAS & CAN: ACC/HPA and thymus including their own biofield (including electromagnetic field). This vagal balance allows (via thymus) the brain stem to receive the information (formulating patterned neural connections) from the environment, the frontal lobe to perceive the universal emotions which are the following: anger, strength, joy, bliss, shame, empathy, courage, compassion, might and harmony, and the midbrain to monitor and receive information (firing pattern of brain nerve cells in a network), The PONS and RAS- HPA/ACC includes executive functioning which involves logic through analysis or evaluation; initially, the thymus is where the mind (thymus) deems how important based on cellular memory (what or why). “The relationship to the senses and the is direct, for the senses leave lasting impressions on the soul.” [Retrieved from]

What I mean by Cellular memory? It’s what we know about PSTD where the cellular landscape of proteins–a dynamic that captures significant features of an event, in part by synthesis of new proteins. Ask yourself what is “let go” and kept in out memory for means of safety (what or why)? Also, what is synthesized and deemed safe or unsafe? Think about God’s essence of “letting go and letting God”!! This is where EMDR or tapping is good for those, as well as prayer and worship. [Retrieved from].

Then onto the frontal lobe, where the “why” is based on context cues and visual-patterening (evaluation) and the “what” is based on recursive aspects of patterns (analysis). The vagus nerve controls vagal balance and the executive functioning system (via the thymus- vagus nerve chakra). The thymus (high-heart and mind) including the vagus nerve can be deactivated, hyperactivated, hypoactived, underdeveloped, or variably then going inactive in children (adults-too); therefore, all information is the chaotic and releases specific inflammatory proteins at the gut-brain axis which can be toxic to the triune brain. [Retrieved from Sunny Sea Gold Updated January 27, 2021. “Here’s How the Brain Makes Memories-and What You Can Do to Keep Your Mind Sharp.”,;]

Researchers have identified gene expression signatures common to sensory processing that facilitates the brain’s interpretation of sensory input. Sight, touch and hearing are our windows to the world: these sensory channels send a constant flow of information to the brain, which acts to sort out and integrate these signals, allowing us to perceive the world and interact with our environment. But how do these sensory pathways emerge during development? Do they share a common structure, or, on the contrary, do they emerge independently, each with its specific features? [Retrieved from].

But we can look beyond neuroscience to other fields for confirmation of the importance of these three basic components of learning. For some time, educators, psychologists, and organizational theorists have pointed to the same three components in any learning organism. For example, Lev Vygotsky, a pioneering Russian psychologist of the early 20th century, described three prerequisites for learning:

  • Engagement with the learning task
  • Recognition of the information to be learned
  • Strategies to process that information14

Divine Nature-Identified In Christ

Actions of Righteousness by His Hope for: ‘ “So I say to you, ask and keep on asking [Remember], and it will be given to you; seek and keep on seeking [Recall], and you will find; knock and keep on knocking [Recognize], and the door will be opened to you. ‘ Luke 11:9

Faith In Hope- SHEWBREAD- shō : “Show” (so always the American Standard Revised Version) is simply a modernized spelling of “shew” (so always in the King James Version and generally in the English Revised Version), and it should be carefully noted that “shew” is never pronounced “shoo,” not even in the combination “shewbread”; Compare “sew.” In the King James Version “shew” as a verb is the translation of a very large number of terms in the original. This number is reduced considerably by the Revised Version (British and American) (especially in the New Testament), but most of these changes are to secure uniformity of rendition, rather than to correct obscurities. The proper sense of the verb, of course, is “to cause a person to see” (Genesis 12:1 , etc.) or “to cause a thing (or “person”) to be seen” (Deuteronomy 4:35; Judges 4:22 , etc.).

παραδειγματίζω (Strong’s #3856 — Verb — paradeigmatizo — par-ad-igue-mat-id’-zo ) shame signifies “to set forth as an example” (para, “beside,” deiknumi, “to show”), and is used in Hebrews 6:6 of those Jews, who, though attracted to, and closely associated with, the Christian faith, without having experienced more than a tasting of the heavenly gift and partaking of the Holy Ghost (not actually receiving Him), were tempted to apostatize to Judaism, and, thereby crucifying the Son of God a second time, would “put Him to an open shame.” So were criminals exposed. In the Sept., Numbers 25:4; Jeremiah 13:22; Ezekiel 28:17.

Living Faith- Seeing, Hearing & Understanding By Faith

Isaiah 50:7 But the Lord God helps me; therefore I have not been disgraced; therefore I have set my face like a flint, and I know that I shall not be put to shame.

Recognition is Heterarchical

We have seen that individual aspects of patterns, such as their color, shape, orientation, or motion, are processed by separate parts of recognition networks. And these specialized processes proceed in parallel. But they do not proceed independently. Like affective systems, recognition systems are intensely interconnected and heterarchical. The naïve assumption is that recognition is primarily a “bottom-up” process. In this view, visual sensory information enters the nervous system at the retina (the bottom) and then travels up through an increasingly complex hierarchical network, eventually reaching the visual cortex where patterns in the visual information are recognized (the top).

But as we saw in the Adelson illusion, recognition is very much a “top-down” process. Our brains don’t just passively receive information in that bottom-up way. Instead, our brains are constantly and persistently anticipating and predicting what patterns we will see, hear, smell, taste, or touch, and those expectancies profoundly affect what patterns we actually do perceive. To facilitate recognition, our brains consistently make use of higher-order information such as background knowledge, context, previous experience, and overall pattern.

Retrieved from:;; Fink, R. P., 2020. Gender, Self-Concept, and Reading Disabilities. Available at:

*NOTE: Dysregulated and Dysfunctional System Responsive System Dysfunction (RSD) and Total Learning System Dysfunction (TLSD) works in a downward effect from RAS to -PONS to -THYMUS:

ALL our systems and senses need to function equalized, activated, and balanced for learning to take place. The triune brain which is the neomammalian complex (RAS- aka neocortex), midbrain (pons- aka limbic system), and forebrain (thymus aka reptilian) is working on a downward function. People are using their mental and emotional bodies to learn not their etherical body (etheric).

NOW ALL LEARNING IS IN THIS DIRECTION TO ATONEMENT To “THE LEB” which is high heart and mind by Transformation (heart)/Revelation (mind):

JESUS (Mental Body- INTELLECTUAL energy centers- wheels- 1st-3rd chakras, ) RAS- HPA/ACC the aka neocortex (Body & Brain- breath). It’s the cognitive and physical “what” (meaning) which is the “The Way”. A clean heart- brings purity.

now autonomous soul to (The Aware)

Holy Ghost (Emotional BodyMORAL energy centers- wheels- 4th-6th chakras) PONS aka limbic system (Body & Mind- breath). It’s the affective and the physical “why” (motivation) which is “The Truth”. A pure mind- brings blamelessness.

attunement soul to IMAGINATIVE (THE SIMPLE)

THE UNION of (Jesus) head and (Holy Spirit) heart combined are combined with righteousness and humbleness upon God! Note: Righteousness & Humbleness is a calm sense of justice belief or feeling in the good!!

adaptable spirit to The PERFECT

God (Etherical Body energy centers- wheels- 7th-12th ) THYMUS aka reptilian (H. Heart & Mind- authentic breath). It’s the God-Soul, authentic self connection which is infinite, complete, & absolute truth “The Light”. A clean, pure heart and blamelessness mind brings righteousness (salvation) and humility (discipleship).

We believe (Spirit) and know (Soul) that you are The Holy One Of God. John 6:69… ‘for we walk by faith, not by sight [living our lives in a manner consistent with our confident belief in God’s promises]— ‘ 2 Corinthians 5:7

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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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