My Elbert: Neurodiversity and Holism

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 https:// www.unseenwarfare.net/the-five-senses.]

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 “Ephphatha, Prayer”: Long Version: Includes ARAS w/ PHB and ASN (Always Surely Need) In Unity With The Trinity HERE. [Retrieved from https://neurosciencenews.com/ protein-synthesis-danger- memory-17134/].

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.” Health.com, www-health- com.cdn.ampproject.org/c/s/ www.health.com/mind-body/brain- memory-healthy-mind?amp=true; https:// www.frontiersin.org/research-topics/7323/ involvement-of-neuro-immune-mechanism- and-brain-gut-axis-in-pathophysiology-of- mood-disorders#articles]

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 https:// neurosciencenews.com/language-sensory- perception-genetics-5125/].

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

Actions of Righteousness by His Hope Upon Our Faith for: ‘ “So I say to you, ask and keep on asking [Remember what is right ], and it will be given to you; seek and keep on seeking [Recall- why do good], and you will find; knock and keep on knocking [Recognize- God’s Will for us], and the door will be opened to you. ‘ Luke 11:9

Remember (The Aware-Jesus)

Justifying Faith- RAS/GUT Strength, Might, Simple (Grace Upon (to) Grace-Divine Love)

Recall (The Simple-Holy Spirit)

Indwelling Faith- PONS Joy, Power, Complete (Faith Upon (to) Hope- Divine Honor)

Recognize (The Perfect- God)

Saving Faith-Thymus Peace, Authority, Absolute (Glory Upon (to) Glory-Divine Majesty)

ALL Upon 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.

Recognition is Heterarchical: The “New Man”- Perceives as God Does (Living Faith- Seeing, Hearing & Understanding By Faith)

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: http:// udltheorypractice.cast.org/reading? 27&loc=chapter2.xml_l1970028; http:// udltheorypractice.cast.org/reading? 29&pageNum=39; Fink, R. P., 2020. Gender, Self-Concept, and Reading Disabilities. Available at: https://eric.ed.gov/?id=ED441951.

For whoever wishes to save his life [in this world] will [eventually] lose it [through death], but whoever loses his life [in this world] for My sake will find it [that is, life with Me for all eternity]. Matthew 16:25 AMP This is the will of Him who sent Me, that of all that He has given Me I lose nothing, but that I [give new life and] raise it up at the last day. John 6:39 AMP

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; https://linktr.ee/tcooktutor

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