Overlapping symptoms/traits of Schizophrenia and Neuro-Divergence

Poor coordination/motor skills,poor eye tracking/pursuit/saccadic movements,left/right confusion,short term memory issues,disorganization,speech irregularities,extreme sensitivity to environmental influences,emotional disturbances,poor eye contact/social skill deficits,attention deficits are symptoms of not just schizophrenia but they are also symptoms of neuro-divergence (Dyslexia,Dyspraxia,AD/HD,Autistic Spectrum).



Schizophrenia,Psychotic Disorders:

www.brighttots.com/Developm...enia.html

www.movementdisorders.org/UserF...29.pdf

www.drmirkin.com/archive/6318.html

neuro.georgetown.edu/faculty...uber.htm

emedicine.medscape.com/articl...verview

www.medscape.com/medline/a...ct/2792157

www.ncbi.nlm.nih.gov/pubmed/3749386

www.ncbi.nlm.nih.gov/pubmed/8047244

www.ncbi.nlm.nih.gov/pubmed/3067753

www.ncbi.nlm.nih.gov/pubmed/1509692

www.ncbi.nlm.nih.gov/pubmed/11865562


search.yahoo.com/search

adam.about.com/reports/000047_3.htm


www.opendot.co.uk/


www.orthomolecular.org/librar...027.pdf


www.ncbi.nlm.nih.gov/pmc/art...1911189/


www.wpic.pitt.edu/research/...Disord.pdf




Dyspraxia:

www.dyspraxiausa.org/index.p...oms.html

www.dyspraxiausa.org/index.p...oms.html

www.ncld.org/ld-basics/l...ng/dyspraxia

www.healthline.com/galecontent/dyspraxia

www.bbc.co.uk/health/cond...raxia2.shtml

www.dyspraxia.org.nz/what_is.htm

www.ninds.nih.gov/disorders...praxia.htm





Dyslexia:

www.brightsolutions.us/

www.interdys.org/FAQ.htm

www.interdys.org/ewebeditp...-08-08.pdf

www.interdys.org/ewebeditp...slexia.pdf

www.ninds.nih.gov/disorders...slexia.htm

www.medicinenet.com/dyslexia/article.htm

www.mayoclinic.com/health/d...a/DS00224




Neurodivergence in general:
(Dr. Levinson calls it Dyslexic Syndrome.
Ronald D. Davis calls it Dyslexia,root of all neuro-divergent conditions)

www.dyslexia.com/library/symptoms.htm

www.dyslexiaonline.com/inform...me.html

www.danda.org.uk/pages/about-danda.php




Autistic Spectrum:

www.ninds.nih.gov/disorders...autism.htm

www.ninds.nih.gov/disorders...perger.htm

www.aspergers.com/aspclin.htm

www.webmd.com/brain/autis...ome-symptoms



AD/HD:

www.ninds.nih.gov/disorders...d/adhd.htm

www.webmd.com/add-adhd/gu...dhd-symptoms

www.addresources.org/article...ler1.php

www.autism.com/autism/index.htm

www.medicinenet.com/autism/article.htm





My neurological,neuropsychological tests,documentation confirmed difficulties that fit into neuro-divergent conditions but also schizophrenia.
I was misdiagnosed as having Bipolar and schizoaffective disorder.

note: Veteran Affairs neurologists confirmed Dyslexia,Dyspraxia
Dr. Levinson gave a diagnosis of cerebellar vestibular dysfunction which he believed was root of Dyslexic Syndrome, and he acknowledged my Dyslexia,Dyspraxia
The psychological confirmed AD/HD



Dr. Levinson testing showing/recording problems with eye tracking/coordination/movements, and balance/posture:
astynaz.myphotoalbum.com/view_photo.php
set_albumName=album01&id=Dr_Levinson_exam_003

Dr. Levinson neurological testing showing problems with neurological problems. The same testing is given to test drunk drivers:
astynaz.myphotoalbum.com/view_photo.php

Veteran Affairs neuro-psychological testing confirming problems with immediate memory
astynaz.myphotoalbum.com/view_photo.php


Veteran Affairs neurologists confirmed problems with cerebellar system, eye tracking/movements,saccades,auditory processing
astynaz.myphotoalbum.com/view_photo.php
astynaz.myphotoalbum.com/view_photo.php


Veteran Affairs neurologists confirmed my Dyslexia,Dyspraxia in 2006
astynaz.myphotoalbum.com/view_photo.php

Diagnosis of ADHD by psychologist in 2004
astynaz.myphotoalbum.com/view_photo.php

Diagnosis of Cerebellar Vestibular Dysfunction in 2005
astynaz.myphotoalbum.com/view_photo.php





Are Dyslexia, Dyspraxia, ADHD, Autistic Spectrum really Disorders? Well..they have strengths


Asperger’s Syndrome often allows a student to show:

* Intense concentration on studying
* Independence
* An affinity with computers and other technology
* Good formal essay writing
* Attention to detail and precision
* Original ideas
* Reliable meeting of deadlines.
brainhe.com/students/typ...tml#strengths


Positive aspects of dyspraxia

Most books and web sites on dyspraxia focus on difficulties. Dyspraxic people often have strengths as well, such as:

* Creativity
* Determination
* Motivation
* Strategic thinking
* Problem-solving
brainhe.com/students/typ...yspraxia.html


Positive aspects of dyslexia

Most books and web sites on dyslexia focus on difficulties with reading, writing and memory tasks. Dyslexic people often have strengths as well, such as:

* Creativity
* 3 dimensional thinking
* Seeing the 'whole picture'
* Pictorial thinking
* Divergent thinking
* Problem solving
* Making unexpected connections
brainhe.com/students/types/dyslexia.html


ADHD is part of what might be called ‘neurodiversity’. Its indicators can overlap with dyslexia in respect of lack of concentration and difficulties with personal organisation. On the other hand, there are said to be some potential advantages of this kind of brain:



* Ability to see the ‘big picture’
* Being creative and inventive
* Ability to focus intensely for a time
* High levels of energy
* Risk-taking can lead to discoveries
* Being intuitive
brainhe.com/students/typ...DHDstaff.html





If neuro-divergents talked about psychic,mystical,shamanic experiences to psychiatrists, they get diagnosed as having psychosis,schizophrenia. It's a good thing for people to keep those things to themselves. This what tends to make a difference between diagnosing somebody as a schizophrenic,psychotic,bipolar or a neuro-divergent. Unfortunately, disorganized schizophrenia doesn't have anything to do with hallucinations. Therefore,neuro-divergents can easily get misdiagnosed as having disorganized type of schizophrenia. It was my symptoms/traits that share qualities with disorganized type of schizophrenics that got me misdiagnosed in the first place. It was my speech irregularities. Loose,tangential,disorganized type speech is not just symptoms/traits of schizophrenia,psychosis but also neuro-divergence. My rapid speech got me mistakened for being manic, but that is also neuro-divergence. Both speech irregularities are also cluttering which many neuro-divergents tend to have. Those are things to be aware of. I talked to my mom about it,and she told me that
my father had similar speech irregularities too.




Both parents of mine are neuro-divergents. Neuro-divergence runs strong in my family. My late father was diagnosed as a paranoid schizophrenic by prison psychiatrists. My mother was once on antipsychotic medication as a teenager because she had emotional meltdown like many neuro-divergents have because she wanted go home. She was in a mental hospital because she was unhappy in foster home. I have a long history of emotional meltdowns from childhood to adulthood myself. Of course, omega 3 fatty acids DHA/EPA in fish/cod liver oil has helped decreased my unusual hypersensitivity. That's one of the reasons, it's useful for people with neuro-divergent conditions. Mom told me that she has a lot of the neuro-divergent symptoms that I showed her from Dr. Levinson's list. She even have history of poor eye
contact like both my father and me. Those are symptoms/traits of neuro-divergence and schizophrenia.

Those are things that I want to raise awareness as a neuro-diversity advocate.

Dyspraxia and Domestic Violence

DYSPRAXIA AND DOMESTIC VIOLENCE
DOMESTIC VIOLENCE AGIANST MEN

According To Travis (1999)
“Men are increasingly the victims of domestic violence, and are just as likely as women to be assaulted by a partner, according to Home Office research published yesterday.

The men most likely to be attacked are in their early 30s and unmarried, but living with a woman.
The findings, from the British Crime Survey, show there are some 6.6 million incidents of assault in the home each year, evenly split between men and women.
But the research also shows that women are twice as likely to be injured, and are much more likely to suffer repeated attacks. They are also less likely to be in a financial position to be able to leave a violent relationship.

It also shows that the rise in domestic attacks on men by women is a 1990s phenomenon. In 1995 just over 4 per cent of men and women said they had been assaulted by a current or former partner in the last year. But 23 per cent of women said they had been assaulted by a partner at some time - compared with 15 per cent of men.

Women are at greatest risk of attack after a relationship has broken up or they and their spouse have separated. The researchers say women have a different emotional reaction to separation, and are less likely to use violence to express their feelings: ''Women's violence against men is, therefore, more likely to be within the context of an relationship.''

DOMESTIC VIOLENCE AND WOMEN

According to Hauge and Malos (1993)
"The common expression 'rule of thumb', the origin of expression derives from the right of man to beat his wife with a stick providing it is no thicker than his thumb"
In Britain the law allowing women to be punished in this way was stopped in 1882, but the beatings still carry on.

DYSPRAXIA AND DOMESTIC VIOLENCE

In my opinion women living with dyspraxia are more likely to experience domestic violence, due to them being unable to meet the stereotypical gender roles society expects women to achieve. For example good house keeping skills, cooking ironing caused by having a hidden disability.

A non-dyspraxic partner can criticize their dyspraxic partner in a cruel way in front of their children and encourage the children to join in with the ridicule. A woman living with dyspraxia may have difficulties maintaining the perfect fashionable groomed appearance portrayed by the media, due to her co-ordination difficulties. She may have problems brushing her hair and putting on make-up. She may choose clothes that are easy to fasten which may not be the latest fashion, causing their partner to criticisce her for not making an effort to look good for him.
A dyspraxic male may be br belitled by his partner for his attempts at DIY and sports.

A mother living with dyspraxia may have difficulties with childcare, this may be criticised if the dyspraxia is not recognised or the father may refuse to help and ignore her needs. This added stress can make mild dyspraxia more severe.

Dyspraxics of either gender can be easily manipulated by their partners and may tolerate emotional and physical abuse rather than deciding to live as a single person and feel that they would not cope on their own or may be trapped by financial circumstances.

In my experience both men and women who live with dyspraxia suffer bullying and discrimination from an early age. This results in internalised oppression and low self-esteem. This can continue when she/he is an adult if his/her dyspraxia is misunderstood at work. Partners who are controlling are more likely to choose a person who has low self-esteem in a relationship, because of their venerability. Especially if he/she has not developed the self-confidence to make decisions for her/himself, due to low expectations and of society, others lack of understanding or due to the label dyspraxia. This learned helplessness can affect a dyspraxic person’s’ self esteem and also explain the circumstances of isolation and dependence and isolation in which those people find themselves.

www.colsal.org.uk/sites/daa...OLENCE.asp

The Dyspraxic Adult

I just want to post something on Dyspraxic Adults.

many children with Dyspraxia are understood for their difficulties....after all they are in special education classes, and so they are given special attention

on the other hand, adults are not.

Dyspraxic children grow up to be Dyspraxic adults.

They don't change. They just learn to adapt,behave,and try to be like neurotypicals to fit in a neurotypical society that Dyspraxics are fish out of water in.

There is danger of judging them based on a neurotypical scale. Therefore, they can be misunderstood and have difficulty with normal people...especially with interacting with others,friendships,relationships,work environments,schools, the justice system, the mental health system.

especially for males

I know this personally as a Dyspraxic.


Adults with dyspraxia often have the following characteristics:

Atentional problems and poor concentration (often lose track of conversations and run off at a tangent, often display symptoms of Attention Deficit Disorder)

Language (quick and loud speech, problems with intonation and misinterpretation of language)

Obsessional characteristics

Coordination difficulties (difficulty differentiating between right and left and this hinders safe driving)

Poor handwriting

Very low self esteem

Very emotional

Unrealistic expectations

Constant lateness for appointments

Inability to remember instructions

Inability to complete tasks quickly

Decisions constantly being altered

Depression

Difficulty maintaining peer relationships

Sleeping disorders

High comorbidity with ADHD and psychiatric illness

www.angelfire.com/journal/l...praxia.htm



Adult Symptoms of Dyspraxia

“People who have dyspraxia often find the routine tasks of daily life such as driving, household chores, cooking and grooming difficult. They can also find coping at work is hard. People with dyspraxia usually have a combination of problems, including:Gross motor co-ordination skills (large movements):

* Poor balance. Difficulty in riding a bicycle, going up and down hills
* Poor posture and fatigue. Difficulty in standing for a long time as a result of weak muscle tone. Floppy, unstable round the joints. Some people with dyspraxia may have flat feet
* Poor integration of the two sides of the body. Difficulty with some sports involving jumping and cycling
* Poor hand-eye co-ordination. Difficulty with team sports especially those which involve catching a ball and batting. Difficulties with driving a car
* Lack of rhythm when dancing, doing aerobics
* Clumsy gait and movement. Difficulty changing direction, stopping and starting actions
* Exaggerated 'accessory movements' such as flapping arms when running
* Tendency to fall, trip, bump into things and people

Fine motor co-ordination skills (small movements):
* Lack of manual dexterity. Poor at two-handed tasks, causing problems with using cutlery, cleaning, cooking, ironing, craft work, playing musical instruments
* Poor manipulative skills. Difficulty with typing, handwriting and drawing. May have a poor pen grip, press too hard when writing and have difficulty when writing along a line
* Inadequate grasp. Difficulty using tools and domestic implements, locks and keys
* Difficulty with dressing and grooming activities, such as putting on makeup, shaving, doing hair, fastening clothes and tying shoelaces

Poorly established hand dominance:

* May use either hand for different tasks at different times

Speech and language:

* May talk continuously and repeat themselves. Some people with dyspraxia have difficulty with organizing the content and sequence of their language
* May have unclear speech and be unable to pronounce some words
* Speech may have uncontrolled pitch, volume and rate

Eye movements:

* Tracking. Difficulty in following a moving object smoothly with eyes without moving head excessively. Tendency to lose the place while reading
* Poor relocating. Cannot look quickly and effectively from one object to another (for example, looking from a TV to a magazine)

Perception (interpretation of the different senses):

* Poor visual perception
* Over-sensitive to light
* Difficulty in distinguishing sounds from background noise. Tendency to be over-sensitive to noise
* Over- or under-sensitive to touch. Can result in dislike of being touched and/or aversion to over-loose or tight clothing - tactile defensiveness
* Over- or under-sensitive to smell and taste, temperature and pain
* Lack of awareness of body position in space and spatial relationships. Can result in bumping into and tripping over things and people, dropping and spilling things
* Little sense of time, speed, distance or weight. Leading to difficulties driving, cooking
* Inadequate sense of direction. Difficulty distinguishing right from left means map reading skills are poor

Learning, thought and memory:

* Difficulty in planning and organising thought
* Poor memory, especially short-term memory. May forget and lose things
* Unfocused and erratic. Can be messy and cluttered
* Poor sequencing causes problems with maths, reading and spelling and writing reports at work
* Accuracy problems. Difficulty with copying sounds, writing, movements, proofreading
* Difficulty in following instructions, especially more than one at a time
* Difficulty with concentration. May be easily distracted
* May do only one thing at a time properly, though may try to do many things at once
* Slow to finish a task. May daydream and wander about aimlessly

Emotion and behavior:

* Difficulty in listening to people, especially in large groups. Can be tactless, interrupt frequently. Problems with team work
* Difficulty in picking up non-verbal signals or in judging tone or pitch of voice in themselves and or others. Tendency to take things literally. May listen but not understand
* Slow to adapt to new or unpredictable situations. Sometimes avoids them altogether
* Impulsive. Tendency to be easily frustrated, wanting immediate gratification
* Tendency to be erratic have 'good and bad days'
* Tendency to opt out of things that are too difficult

Emotions as a result of difficulties experienced:

* Tend to get stressed, depressed and anxious easily
* May have difficulty sleeping
* Prone to low self-esteem, emotional outbursts, phobias, fears, obsessions, compulsions and addictive behavior

Many of these characteristics are not unique to people with dyspraxia and not even the most severe case will have all the above characteristics. But adults with dyspraxia will tend to have more than their fair share of co-ordination and perceptual difficulties.”

www.dyspraxiausa.org/index.p...oms.html

my own test results/reports
by world renowned psychiatrist/neurologist, Dr. Harold N. Levinson and Veteran Affairs neurological/neuropsychological testing gives great detail into my Dyspraxia


astynaz.myphotoalbum.com/view_album.php
astynaz.myphotoalbum.com/view_album.php

Essential Oils For Neurodivergence

I joined an essential oils meetup group on March 17th,and I went to the first meeting on March 19th. I want to use essential oils in massage therapy. Venus can be a planet that rules massage and essential oils because Venus involves the senses..especially touch for Venus is sensual. Venus is aesthetic too,and massage can be considered an art. The organizer and I ended up helping each other. She taught me about essential oils, and I gave her information about neurodivergence. She has ADHD herself.



ADD/ADHD (has overlapping symptoms and comorbidity with Dyslexia,Dyspraxia,and autistic spectrum....so the essential oils could help with those conditions)
primary:
vetiver,lavender,cedarwood

sandalwoord,cardamom,peppermint,frankincense


SCHIZOPHRENIA (disorganized type of schizophrenia have overlapping symptoms with neurodivergence like confusion/disorientation,poor coordination,memory problems,left/right confusion,disorganization,speech irregularities....that's why I stress the importance of differentiating neurodivergent conditions from psychiatric disorders......Ronald D. Davis believes that confusion/disorientation is the cause of neurodivergent issues connected to their being primarily a visual,picture,multidimensional thinker)

primary:
peppermint,frankincense

other single oils:
cardamom,cedarwood,vetiver,melissa,rosemary,valerian




THE FOLLOWING HAS TO DO WITH EARS,HEARING.
Dr. Levinson believes that neurodivergent conditions are caused by cerebellar vestibular dysfunction aka vestibular disorder, inner ear problems. He says that inner ear problems can even be a cause for phobias,depression,and anxiety. Vestibular Disorders Association (VEDA) confirms that. Auditory processing problems are common in Dyslexics. They are also common in ADHDers,and it can be misdiagnosed as ADHD. Many auditory,phonological Dyslexics have a history of ear infections and even had tubes in their ears. Glue Ear is a cause of acquired Dyslexia.



EAR ACHE

primary:
niaouli,wintergreen,manuka,melrose

other single oils:
thyme,lavender,tea tree,rosemary,helichrysum,roman chamomile,ravensara,peppermint, eucalyptus radiata


EAR INFECTIONS
thyme,wintergreen



HEARING IMPAIRMENT

primary:
helichyrsum

other single oils:
juniper,geranium,peppermint,lavender,basil



TINNITUS (Ringing in the ears)

primary:
helichrysum

other single oils:
juniper,geranium,peppermint,lavender,basil





THE FOLLOWING ESSENTIAL OILS CAN BE USED FOR THE FOLLOWING EMOTIONAL,PSYCHOLOGICAL ISSUES THAT ARE COMMON ISSUES WITH NEURODIVERGENCE. SOME OF THEM COULD BE SECONDARY PSYCHOLOGICAL SYMPTOMS TO THE NEURODIVERGENCE ITSELF. THAT IS SOMETHING TO BE AWARE OF.



CONFUSION
cedarwood,cypress,juniper,lavender,lemon,basil,helichrysum,myrrh,orange,peppermint,rosemary,sandalwoord,ylang ylang


DAY-DREAMING
ginger,spruce,lavender,helichrysum,lemon,myrrh,peppermint,rosewood,rose,rosemary,sandalwood,thyme,ylang ylang


CONCENTRATION
cedarwood,cypress,juniper,lavender,basil,helichrysum,myrrh,orange,peppermint,rosemary,sandalwood,ylang ylang


FORGETFULNESS
cedarwood, roman cedarwood, roman chamomile, frankincense,rosemary,basil,sandalwood,peppermint,thyme,ylang ylang


RESTLESSNESS
angelica,bergamot,cedarwood,basil,frankincense,geranium,lavender,orange,rose,rosewood,ylang ylang, spruce,valerian


BOREDOM
cedarwood,spruce,black pepper chamomile,cypress,roman chamomile,cypress,,rachamomile,cyprss,frankincense,juniper,
rosemary,sandalwood,thymes,ylang ylang



OBSESSIVENESS
clary,sage,cypress,geranium,lavender,marjoram,rose,sandalwood,ylang ylang,helichrysum


STRESS
lavender,roman chamomile,blue tansy,cedarwood,marjoram,rose,sandalwood,frankincense


ANXIETY
orange,roman chamomile,ylang ylang,lavender


DEPRESSION
frankincense,lemon,sandalwood,geranium,lavender,angelica,orange,grapefruit,ylang ylang


MOOD SWINGS
bergamot,clary,sage,geranium,juniper,fennel,lavender,peppermint,rose,jasmine,rosemary,lemon,sandalwood,spruse,yarrow,ylang ylang


PANIC
bergamot,roman chamomile,frankincense,lavender,marjoram,wintergreen,myrrh,rosemary,sandalwood,thymes,ylang ylang, spruce


FEAR
bergamot,clary sage, roman chamomile,cypress,geranium,juniper,marjoram,myrrh,spruce,orange,sandalwood,rose,ylang ylang


AGITATION
bergamot,cedarwood,clary sage,frankincense,geranium,juniper,lavender,myrrh,marjoram,rosewood,rose,ylang ylang,sandalwood


ANGER
bergamot,cedarwood,roman chamomile,frankincense,lavender,lemon,marjoram,myrrh,orange,rose,sandalwood,ylang ylang


DISCOURAGEMENT
bergamot,cedarwood,frankincese,geranium,juniper,lavender,lemon,orange,spruce,rosewood,sandalwood


FRUSTRATION
roman chamomile,clary sage,frankincense,ginger,juniper,lavender,lemon,orange,peppermint,thyme,ylang ylang,spruce


DISAPPOINTMENT
clary sage,frankincense,geranium,ginger,juniper,lavender,spruce,orange,thyme,ylang ylang



IRRITABILITY
all oils except eucalyptus,peppermint,black pepper

Neurodivergents in regards to problems with handshaking and eye contact

As neurodivergents, our behaviors can be misunderstood by neurotypicals and even by ourselves. Therefore, it's very important to understand the neurodivergent processing in social interactions. We can't be judged based on what people learn from psychology books and the common views based on neurotypical behavior.

One example is eye contact and handshaking.


page 41 from A SOLUTION TO THE RIDDLE - DYSLEXIA

Occasionally , dyslexics were considered to be negativistic on the basis of their hesitant, ambivalent, and anxiety-laden avoidance of handshaking and/or eye contact. Only in retrospect were these "anti-social" avoidance symptoms recognized to be due to primary somatic, rather than primary psychogenic, disturbances. Thus, upon neurodynamic exploration, hand contact was avoided because of right/left uncertaintly and the anticipated embarassment of using the wrong hand. In a similar fashion, upon analysis, eye contact was avoided in order to minimize (1) ocular perseveration, (2) directionally confused and dysmetric ocular scanning mechanisms, and (3) the catastrophic discomfort triggered when "forced" to fixate moving facial features during communication.

For some dyslexics, simultaneous listening and looking were more than they could "take" physiologically, and as a result they tended to sacrifice direction-dependent looking or eye contact in order to preserve the direction and sequence of auditory verbalizations and comprehension. In retrospect, it appeared as if dyslexics could not simulatenously coordinate and integrate directional and/or sequential visual,auditory,proprioceptive,and motor processing.

astynaz.myphotoalbum.com/view_photo.php



I can relate to all those things.

I use compensated coordination mechanisms. I always visualize myself doing things before I do it, and I always visualize things while I am doing it like I am seeing myself in the mirror. It works when I shake hands with people and eye contact. However, it actually takes a lot of energy when I do that because of the things that Dr. Levinson explained. I do tend to have problems looking at people while they are talking and when I am talking. My auditory processing problems also factor because I get auditory overload. My visual processing problems also factor because I get visual overload and poor eye tracking leading to visual disorientation. I also get left/right mixed up too, but it doesn't affect my handshaking as I automatically know which hand to use because i visualize it first and it becomes automatic after you keep doing it.

I think that I mistake my coordination difficulties with eye contact for shyness which is based on actual fear and anxiety. The sensory integration issues could be mistaken for shyness too. It's important to distinguish neurological issues from psychological issues.

I want to make a point that just because people have problems with handshaking and eye contact doesn't mean that they are rude,inconsiderate. If person has problems with eye contact when communicating, it doesn't mean that they are being dishonest. It might not even be shyness like I pointed out.

I know what it's like to be told "Look at me when I am talking to you." and getting chewed out for having poor eye contact by my stepfather and my superiors when I was in the navy.

Be aware that psychiatrists can misunderstand poor eye contact as a flat affect symptom of psychosis. Poor eye contact is a known symptom of psychosis. tt is also a known symptom of autistic spectrum conditions.

Poor eye contact in schizophrenia
search.yahoo.com/search;_y...0A3P5XNyoA

Poor eye contact in autism
search.yahoo.com/search;_y...IB.BlXNyoA


That's why I strongly stress that neurodivergent conditions be understood to prevent them from being misdiagnosed as psychotic disorders.


Dr. Harold N. Levinson believe that neurodivergent conditions have highly significant overlapping symptoms and tend to be comorbid with each other. That's why Dr Levinson refers to the whole neurodivergence as Dyslexic Syndrome, and Ronald D. Davis believes that root of neurodivergent conditions is Dyslexia which he views as a perceptual talent. That's why his first book was called GIFT OF DYSLEXIA.
They both believe that the neurodivergent conditions and disorientation/confusion are strongly connected. The only difference is that Dr. Levinson believes that it stems from cerebellar vestibular dysfunction,and should be treated with antimotion sickness medication. Ronald D. Davis believes that it stems from being a highly visual,picture thinker, and that it can be resolved with mind's eye focus therapy.


I believe that cerebellar-vestibular dysfunction can be in synchronicity with neurodivergent conditions and not just cause and effect. It could be one of those " what came first....the chicken or the egg" I believe that it's possible that the neurodivergent person can be ultrasensitive to sensory input to the point that the cerebellar vestibular system is overwhelmed which results in disorientation/confusion. Therefore, cerebellar vestibular problems could actually be the symptoms of hypersensitivity. I am just coming at it from a neurodivergent perspective.

Things like Omega 3 fatty acids not only found to decrease the symptoms of neurodivergents, but also decrease hypersensitivity too. Neurodivergents tend to be hypersensitive any way. Certain vitamins and minerals help with cerebellar vestibular functioning too,and they also can decrease hypersensitivity...especially Vitamin B complex which is known as the stress vitamin. Motion sickness medications are used to treat cerebellar vestibular dysfunction. They could actually decrease hypersensitivity. Motion sickness could stem from hypersensitivity to movements.


Dr. Harold N. Levinson's site
www.dyslexiaonline.com/index.html

Ron Davis Inteview - Concept of GIFT OF DYSLEXIA

Ron Davis Interview - Gift of Dyslexia concept

Ron Davis' theory in resolving dyslexia is the observation that when an auditory symbol (a word) lacks a mental picture and meaning for the dyslexic, disorientation and mistakes are the result.

When we show a dyslexic how to turn off the disorientations at the moment they occur, and then help find and master the stimuli that triggered the disorientation, the reading, writing and spelling problems start to disappear.

Born autistic and dyslexic, Ron has had incredible life. From standing in the corner at school with a dunces cap on, being teased and beaten, and not talking until well into his teens, he started teaching calculus to the engineers working on the Polaris missile system before he turned 20! he went on to become a millionaire through real estate but always felt like a fraud because he could not read or write.

Ron reveals his amazing breakthrough and how he now teaches The Gift of Dyslexia through his network of international facilitators. A truly compassionate and amazing man.


This is Ronald D. Davis interview video in regards to Dyslexia and Autism. I was very touched by his story. He went through a lot,but he became a success and ended helping other neurodivergents. He explains what Dyslexia and other neurodivergent conditions are about. He says that they are a product of thought,talent,and low threshold for confusion.

He talked about evolutionary changes. He mentions stuff about Indigos and Crystals. He talks about how education system really needs to change to respond to the 500 percent increase of autism.
He believes that purpose of the public education is to control and keep people docile.
I wish that I can get his birthdata. I would love to do his chart. I have no doubt that he's very strong in both outerplanet and kuiper belt energy


Gift of Dyslexia Part 1
length: 54 minutes,55 seconds www.consciousmedianetwork.com/mem....htm


Gift of Dyslexia Part 2
length: 31 minutes,4 seconds
The Gift of Dyslexia - Part 2: Autism www.consciousmedianetwork.com/mem....htm

Ron Davis continues his fascinating interview and reveals that over the last decade, the number of children being born with autism has increased by 500 percent - and Ron says this phenomena is only the beginning. He shares who these 'new people' are, and how our educational system needs to respond, not just for their sake but for the sake of ALL children.


Ron Davis - Unlocking the Power of Dyslexia
www.youtube.com/watch


The Davis Dyslexia Correction Program
www.youtube.com/watch

Addressing The Misconceptions Of Dyslexia

A lot of people have misconceptions about what Dyslexia is like seeing
things backwards. A lot of people don't know that in most
cases,Dyslexia involves phonological,auditory processing problems which I have..
A lot of people aren't aware that speech problems are symptoms of
Dyslexia and that many have a history of speech therapy in special
education like I do. A lot of people think that all students in special
education have mental retardation. They don't know that a lot of
children in special education classes aren't retarded even though they
refer to special education class as "the retard class" and refer to
all special education students as "retards". They don't seem to
understand that a lot of Dyslexics benefit from early intervention
special education,and so they can learn to read,write,and spell well.
A lot of people think that speech problems indicate low
intelligence. For instance, I read a lot about how President Bush has
problems with speech,and so they say that indicates how stupid he is.
They don't stop to consider that there are many intelligent people
that do have history of speech problems.


The following is from International Dyslexia Association. I am a
sustaining member of this organization,and that's part of my advocacy.
It is the oldest and largest Dyslexic organization.


What is dyslexia?
Dyslexia is a language-based learning disability. Dyslexia refers to a
cluster of symptoms, which result in people having difficulties with
specific language skills, particularly reading. Students with dyslexia
usually experience difficulties with other language skills such as
spelling, writing, and pronouncing words. Dyslexia affects individuals
throughout their lives; however, its impact can change at different
stages in a person's life. It is referred to as a learning disability
because dyslexia can make it very difficult for a student to succeed
academically in the typical instructional environment, and in its more
severe forms, will qualify a student for special education, special
accommodations, or extra support services.

(as you see, the severe Dyslexics qualify for special education...so
you see,there are severe Dyslexics in special education classes. I was
one of them. Not everybody in special education classes are retarded.
..Therefore, special education classes should not be referred to as
"the retard class" nor should special eduation students be referred to
as "retards")

What are the effects of dyslexia?
The impact that dyslexia has is different for each person and depends
on the severity of the condition and the effectiveness of instruction
or remediation. The core difficulty is with word recognition and
reading fluency, spelling, and writing. Some dyslexics manage to learn
early reading and spelling tasks, especially with excellent
instruction, but later experience their most debilitating problems
when more complex language skills are required, such as grammar,
understanding textbook material, and writing essays.

People with dyslexia can also have problems with spoken language, even
after they have been exposed to good language models in their homes
and good language instruction in school. They may find it difficult to
express themselves clearly, or to fully comprehend what others mean
when they speak. Such language problems are often difficult to
recognize, but they can lead to major problems in school, in the
workplace, and in relating to other people. The effects of dyslexia
reach well beyond the classroom.
www.interdys.org/FAQ.htm

What are the signs of dyslexia?
The problems displayed by individuals with dyslexia involve
difficulties in acquiring and using written
language. It is a myth that dyslexic individuals "read backwards,"
although spelling can look quite
jumbled at times because students have trouble remembering letter
symbols for sounds and forming
memories for words. Other problems experienced by dyslexics include
the following:

Learning to speak
Learning letters and their sounds
Organizing written and spoken language
Memorizing number facts
Reading quickly enough to comprehend
Persisting with and comprehending longer reading assignments
Spelling
Learning a foreign language
Correctly doing math operations

(A lot of people think Dyslexia is seeing words backwards,but it's
actually a myth....you can see that Dyslexics can have problems with
speech, and so speech problems aren't necessarily mental retardation)



(As you can see,there are many Dyslexics that have problems with spoken
language and auditory processing like I have. Speech and auditory
processing problems don't mean mental retardation.
Everybody needs to stop thinking that people with those problems are
mentally retarded when they could actually be Dyslexic)


DYSLEXIA AND RELATED DISORDERS

The word dyslexia comes from the Greek language and means poor
language. Individuals with dyslexia have trouble with reading,
writing, spelling and/or math although they have the ability and have
had opportunities to learn. Individuals with dyslexia can learn; they
just learn in a different way. Often these individuals, who have
talented and productive minds, are said to have a language learning
difference.

Does My Child Have Dyslexia?

Individuals with dyslexia usually have some of the following
characteristics.

Difficulty with oral language
Late in learning to talk
Difficulty pronouncing words
Difficulty acquiring vocabulary or using age appropriate grammar
Difficulty following directions
Confusion with before/after, right/left, and so on
Difficulty learning the alphabet, nursery rhymes, or songs
Difficulty understanding concepts and relationships
Difficulty with word retrieval or naming problems

Difficulty with reading
Difficulty learning to read
Difficulty identifying or generating rhyming words, or counting
syllables in words (Phonological Awareness)
Difficulty with hearing and manipulating sounds in words (Phonemic
Awareness)
Difficulty distinguishing different sounds in words (Auditory
Discrimination)

Difficulty in learning the sounds of letters
Difficulty remembering names and/or shapes of letters
Reverses letters or the order of letters when reading
Misreads or omits common small words
"Stumbles" through longer words
Poor reading comprehension during oral or silent reading
Slow, laborious oral reading

Difficulty with written language
Difficulty putting ideas on paper
Many spelling mistakes
May do well on weekly spelling tests, but there are many spelling
mistakes in daily work
Difficulty in proofreading
www.interdys.org/ewebeditp...ers(1).pdf

(As you can see speech,auditory processing,phonological processing
issues are included in the symptoms of Dyslexia. Therefore, a lot of
Dyslexics don't have visual processing issues. Speech problems aren't
necessarily mental retardation even though a lot of people think
speech problems mean little intelligence. Reading is not just a
visual task. It is also a phonological,auditory task. You have to
know how words sound and how to sound them out and not just know what the
words look like)


: Can Individuals Who Are Dyslexic Learn To Read?
A: Yes.
If children who are dyslexic get effective phonological training in
Kindergarten and 1st grade, they will have significantly fewer
problems in learning to read at grade level than do children who are
not identified or helped until 3rd grade.
74% of the children who are poor readers in 3rd grade remain poor
readers in the 9th grade. Often they can't read well as adults either.
It is never too late for individuals with dyslexia to learn to read,
process and express information more efficiently. Research shows that
programs utilizing multisensory structured language techniques can
help children and adults learn to read.
www.interdys.org/FAQLearnToRead.htm

How is dyslexia treated?
Dyslexia is a life-long condition. With proper help, many people with
dyslexia can learn to read and write
well. Early identification and treatment is the key to helping
dyslexics achieve in school and in life. Most
people with dyslexia need help from a teacher, tutor, or therapist
specially trained in using a multisensory,
structured language approach. It is important for these individuals to
be taught by a systematic and
explicit method that involves several senses (hearing, seeing,
touching) at the same time. Many
individuals with dyslexia need one-on-one help so that they can move
forward at their own pace. In
addition, students with dyslexia often need a great deal of structured
practice and immediate, corrective
feedback to develop automatic word recognition skills. For students
with dyslexia, it is helpful if their
outside academic therapists work closely with classroom teachers.
www.interdys.org/ewebeditp..._81407.pdf

(As you see, early intervention therapy can help many Dyslexics learn
to read and write well. Early identification and treatment helps a
Dyslexic achieve in school and in life. I can't stress enough the
importance of early intervention. I can't stress enough that many
Dyslexics do learn to read and write well. A lot of them do that
through special education. The problem is that too many people think
special education is for the mentally retarded, and so they can't
comprehend the idea of early intervention helps many Dyslexics as
result of getting special education therapies)


How widespread is dyslexia?
About 13-14% of the school population nationwide has a handicapping
condition that qualifies them for
special education. Current studies indicate that one-half of all the
students who qualify for special
education are classified as having a learning disability (LD) (6-7%).
About 85% of those LD students
have a primary learning disability in reading and language processing.
www.interdys.org/ewebeditp..._81407.pdf

Q: How Common Are Language-Based Learning Disabilities?
A: 15-20% of the population have a language-based learning disability.
Of the students with specific learning disabilities receiving special
education services, 70-80% have deficits in reading.
www.interdys.org/FAQHowCommon.htm

(As you see,half of the children in special education aren't even
retarded. They have a learning disability. Most of those learning
disabled have primary learning disability in reading and language
processing. Therefore, special education is not only for mentally
retarded children but children with learning disabilities. Special
Education class should not be referred to as "the retard class" and
special education students should not be referred to as "retards" )


I hope that after reading this, you will understand what Dyslexics are
like. You will know that many Dyslexics have
auditory,phonological,speech processing problems like myself. You will
know that not every person in special education is retarded and that
half of the special ed students aren't retarded but learning disabled like myself.
You will know that majority of those learning disabled are
Dyslexic like myself. You will know that it is the severe Dyslexics who
qualify for special education. You will stop thinking that
Dyslexics see words backwards and stop thinking of people that have
history of special education and speech therapy as retarded.

I feel that I have to use my experiences of what it was like growing
up Dyslexic,and help people raise awareness of Dyslexia and what it
actually entails and help get rid of myths of Dyslexia that actually
end up hurting Dyslexics. It leads to confusion,misunderstandings,negative labels,misdiagnoses which often leads to insecurity and low self esteem which can progress into anxiety and depression.

I have this dream that all people will understand Dyslexia. I have a
dream that all Dyslexics will understand themselves and never believe
that they are stupid and that they will believe in themselves which
can lead to great success. I have a dream that special education will
no longer be referred to as the "retard class." I have a dream that
special education students will no longer be referred to as "retards"
I have a dream that all Dyslexics will get identified,get the
treatment that they need,and learn to read and write well. I have a
dream that all Dyslexics will not be discriminated against but treated
as equals. I have a dream that all Dyslexics will not be misdiagnosed. I
have a dream that all Dyslexics will use their strengths,talents,gifts
to make their lives and others' lives better. This dream is not just
for Dyslexics but all neurodivergents.


Raymond Andrews

Neurotypic Disorder

In society, I find neurotypicals (normal neurological processing people) to be very intolerant of neurodivergent people. They are very ignorant about people like us and how we differ in our processing things like thoughts and emotions. I had a bad experience yesterday that makes me feel a bit resentful towards neurotypical people even though I shouldn't be. Many neurotypicals have problems judging others without knowing them. That's a big problem in our society.

I do think that they tend to think that they are superior than us and we're disordered. Therefore,they tell us that we have some something wrong and try to fix us so we can think like they do....even want to medicate us into conformity. That's how I feel about it.
It's not safe to be neurodivergent in this society



An autistic person expressed his feelings about how neurotypicals are.

Out of humor,sarcasm as well as outrage,she came up with Neurotypic Disorder



What Is NT?

Neurotypical syndrome is a neurobiological disorder characterized by preoccupation with social concerns, delusions of superiority, and obsession with conformity.

Neurotypical individuals often assume that their experience of the world is either the only one, or the only correct one. NTs find it difficult to be alone. NTs are often intolerant of seemingly minor differences in others. When in groups NTs are socially and behaviorally rigid, and frequently insist upon the performance of dysfunctional, destructive, and even impossible rituals as a way of maintaining group identity. NTs find it difficult to communicate directly, and have a much higher incidence of lying as compared to persons on the autistic spectrum.

NT is believed to be genetic in origin. Autopsies have shown the brain of the neurotypical is typically smaller than that of an autistic individual and may have overdeveloped areas related to social behavior.

* The Diagnostic and Statistical Manual of Normal Disorders: 666.00 Neurotypic Disorder

How Common Is It?

Tragically, as many as 9625 out of every 10,000 individuals may be neurotypical.
Are There Any Treatments For NT?

There is no known cure for Neurotypical Syndrome.

However, many NTs have learned to compensate for their disabilities and interact normally with autistic persons.
Could I be NT?

isnt.autistics.org/index.html


DSN-IV (The Diagnostic and Statistical Manual of 'Normal' Disorders)
Disorders Usually First Evident in Infancy, Childhood, or Adolescence
666.00 Neurotypic Disorder

The essential features constitute a severe form of Invasive Developmental Disorder, with onset in infancy or childhood.
Diagnostic criteria for 666.00 Neurotypic Disorder

At least eight of the following sixteen items are present, these to include at least two items from A, one from B, and one from C.

Note: Consider a criterion to be met only if the behavior is abnormal for the person's developmental level.

A. Qualitative impairment in independent social interaction as manifested by the following:

(The examples within parentheses are arranged so that those first mentioned are more likely to apply to younger or more handicapped, and the later ones, to older or less handicapped, persons with this disorder.)

(1) marked delusional sense of awareness of the existence or feelings of others (e.g., treats a person as if he or she were an extention of himself; behaves as if clairavoyant of another person's distress; apparently projects own concepts and needs onto others)

(2) extreme or abnormal seeking of comfort at times of distress (e.g., constantly comes for comfort even when ill, hurt, or tired; seeks comfort in a stereotyped way, e.g., cries, whines needs demands for attention whenever hurt)

(3) constant or mindless imitation (e.g., always wave bye-bye; copies mother's domestic activities; mechanical imitation of others' actions whenever perceived to be in context)

(4) constant or excessive social play (e.g., always actively participates in simple games; prefers group play activities; involves other children in play only as long as the other children are exactly like themselves with no differences "mirrored images")

(5) gross impairment in ability to make peer friendships (e.g., obsessive interest in making peer friendships with other Neurotypics; despite interest in making friends and afore mentioned delusion of clairavoyance, demonstrates lack of understanding for those who are different and an obsessive rigidity for social convention, for example, constantly seeks attention/positive reinforment while staring mocking or laughing at others while they stim and rock and remain mute)
B. Qualitative impairment in verbal and nonverbal communication, and in imaginative activity, as manifested by the following:

(The numbered items are arranged so that those first listed are more likely to apply to younger or more handicapped, and the later ones, to older or less handicapped, persons with this disorder.)

(1) blatent overuse of all modes of communication, such as communicative babbling, facial expression, gesture, mime, or spoken language

(2) markedly abnormal nonverbal communication, as in the use of eye-to- eye gaze, facial expression, body posture, or gestures to initiate or modulate social interaction (e.g., anticipates and enjoys being held, does not stiffens when held, constantly looks at the other person or smiles when making a social approach, compulsively greets parents or visitors,insists on invasively stares into the eyes of others in social situations)

(3) excessive imaginative irrelevant activity, such as playacting of adult roles, fantasy characters, or animals, lack of interest in computers or other logical fullfilling pastimes

(4) marked abnormalities in the production of speech, including volume, pitch, stress, rate, rhythm, and intonation (e.g., gregarious grandious tone, overly emotional or syrupy melody, or overcontrolled pitch)

(5) marked abnormalities in the form or content of speech, including stereotyped and repetitive use of speech (e.g., immediate mindless or mechanical repetition of NT peers' latest 'in' or catch phrases) (e.g., "whatever" to mean "I am saying I disagree with you but I want you to be upset by my saying so in this way"); idiosyncratic use of words of phrases (e.g., "are you dissing me?" to mean "don't disrespect me"); or frequent irrelevant remarks (e.g., starts talking about the behavour of autistics at a table nearby during a meal at a restaurant)

(6) marked impairment in the ability to refrain from initiating a conversation or once initated to sustain a full thought during conversation with others, despite adequate speech (e.g., unable to stay ontopic/on thought due to the interjections from other Neurotypics)
C. Markedly restricted repertoire of activities and interests, as manifested by the following:

(1) inability or lack of understanding for or interest in stereotyped body movements, e.g., hand-flicking or -twisting, spinning, head-banging (except for during certain types of rock concerts), complex whole-body movements

(2) persistent lack of awareness or inability to perceive parts of objects (e.g., seeing 'a windmill' but failing to see the existance of the many beautiful finite parts which comprise the whole object, oblivion to feelings of texture of materials, spinning wheels of toy cars) or has an attachment to unusual objects (e.g., insists on driving around in a BMW, wearing Rolex watches, carrying a cellular phone or briefcase)

(3) marked oblivion to changes in aspects of environment, e.g., when a vase is moved from usual position

(4) unreasonable insistence in sameness in others in precise detail, e.g., insisting that exactly the same social behaviours always be followed when shopping

(5) markedly restricted range of interest and a preoccupation with one narrow interest, e.g., interested only in status quo climbing, impressing friends, or in pretending to be smarter or better than they are.
D. Onset during infancy or childhood.

Specify if childhood onset (after 36 months of age).

isnt.autistics.org/dsn.html

History of the Grading System,Lecture Teaching

Pages 189 to 191 of Thom Hartmann's Complete Guide To ADHD: A "Hunter in Farmer's World" book

Thomas Jefferson was arguably one of the most well-educated Americans of his time. He was well-read, thoughtful, knowledgeable in a wide variety of topics from the arts to the sciences,and the founder of the University of Virginia. The same could probably be said of Ben Frankllin, or James and Dolly Madison. On the larger world stage, we could credibly make such claims for Rene Descartes, William Shakespeare, Galileo, Michelangelo, and Plato.

Buter this one thing unique about the education of all these people, which is different from that of you, me, and our children: none ever were given grades. All attended schools or had teachers who worked entirely on a pass/fail system.

The model of education from its earliest times was one of mentorship, starting with hunter-gatherers taking children out on the hunt 100,000 years ago, all the way up to the teaching methods employed at the university founded by Thomas Jefferson. The teacher and the students got know one another. They interacted constantly throughout the day. The teacher knew each child, had a clear vision of each child's understanding of the coursework, and worked with each child (or encouraged them to work with each other) until the teacher was satisfied each child understood the material...or was hopelessly incapable of being educated. Because this latter was virtually an admission of failure on the part of the teacher, it happened rarely.

When a student graduated, the most impressive thing she or he could share with prospective employer was not a Grade Point Average (GPA) or even the name of the institution attended: it was the name of the teacher. Students of the great teachers of history often became famous themselves because of thoroughness with which their mentors had inculcated knowledge, understanding, skill, and talen in them.

This is how things went from 98,000 BC to roughly 1800 AD. Then name Wailliam Farish.

Around the turn of the 19th century, the Industrial Revolution was going full-bore. Piece-work payments were becoming increasingly popular, and many schools were beginning to pay teachers based on the number of students they had, as opposed to a flat salary.


William Farish

William Farish was a tutor at Cambridge University in England in 1792, and, other than his single contribution to the subsequent devastation of generations of schoolchildren, is otherwise undistinguished and unknown by most people.

Getting to know his students, one may suppose, was too much trouble for Parish. It meant work, interacting and participating daily with each child. It meant paying attention to their needs, to their understanding, to their styles of learning. It mean there was a limit on the number of students he could thus get to know, and therefore a limit on how much money he could earn.

So Farish came up with a method of teaching which would allow him to process more students in a shorter period of time. He invented grades. (The grading system had originated earlier in the factories, as a way of determining if the shoes, for example, made on the assembly line were "up to grade." It was used as a benchmark to determine if the workers should be paid, and if the shoes could be sold.)

Grades did not make students smarter. In fact, they had the opposite effect: they made it harder for those children to succeed who style of learning didn't match the didactic, auditory form of lecture-teaching Farish used.

Grades didn't give students deeper insights into their topics of study. Instead, grades forced children to memorize by rote only those details necessary to pass the tests, without regard to true comprehension of the subject matter.

Grades didn't encourage critical thinking or insight skills, didn't promote questioning minds. Such behaviors are useless in the graded classroom, and within a few generations were considered so irrelevant that today they're no longer listed among the goals of public education.

Grades didn't stimulate the students, or share with them a contagious love for the subject being studied. The opposite happened, in fact, as the normative effect of grades acted as a muffling blanket to any eruptions of enthusiasm, any attempts to dig deeper into a topic, any discursions into larger significance or practical application of content.


What grades did do, however, was increase the salary of William Farish, while, at the same time, lowering his workload and reducing the hours he needed to burrow into his students' minds to know if they understood a topic: his grading system would do it for him. And it would do it just as efficiently for twenty children as it would for two hundred.

Farish brought grades to the classroom, and the transformation was both sudden and startling: a revolution as rapid and overwhelming as the Industrial Revolution from which it had sprung. Within a generation, the lecture-hall/classroom shifted from a place where on heard the occasional speech by a famous thinker to the place of ordinary daily instruction.

While grades didn't help students a bit--and, in fact, had the now well-known effect of "dumbing down" entire nations--they vastly simplified the work of teachers and schools. So they spread across Europe and to America with startling speed, arriving here in early 1800s.

Without grades, the assembly-line-classroom would not be possible. With grades, whole categories of children were discovered who didn't fit onto the conveyer belt, providing an entire new realm of employment for adults who would diagnose, treat, and remediate these newly-discovered "learning disabled" children.

Responsibility for the success of learning shifted from teachers to students: when kids failed, it was their own fault, because they obviously had a defect or disorder of some sort.

A processs of sorting and discarding the misfits began (just like in the shoe factory) which, to this day, rewards the "standard" and wounds the "different."

William Farish gained, but something precious was lost to generations of students thereafter: the mentored learning experience.


Research by Child Development Theorist Linda Kreger Silverman suggests that less than 30% of the population strongly uses visual/spatial thinking, another 45% uses both visual/spatial thinking and thinking in the form of words, and 25% thinks exclusively in words. According to Kreger Silverman, of the 30% of the general population who use visual/spatial thinking, only a small percentage would use this style over and above all other forms of thinking, and can be said to be 'true' "picture thinkers"

Accoring to L.K.Silverman's research for over two decades, there is a high confidence (over 80%) that:

* At least one-third are strongly visual-spatial.
* One-fifth are strongly auditory-sequential.
* The remainder are a balance of both learning styles.

Of that remainder (who are not strongly visual-spatial nor strongly auditory-sequential):

* Another 30% show a slight preference for visual-spatial learning style.
* Another 15% show a slight preference for auditory-sequential learning style.

This means that more than 60% of the students in a regular classroom learn best with visual-spatial presentations and the rest learn best with auditory-sequential methods.
psychology.wikia.com/wiki/Vi...thinking


To sum is up, schools use to be all about mentoring, one-on-on interaction between the student and teaching,adapting to the student's learning style. There were no grades which were based on factory systems. They were pass/fail. Mainstream schools involve auditory lecturing teaching, but it is only suitable for less than 40 percent of students in the regular classroom. If schools were like the schools before the 1800, the diagnosess of learning disabled,ADHD as well as the dropout rate would be considerably smaller. To address the students that are truly learning disabled (or should I say learning differenced),there are special education therapies that can address those things like auditory therapy,speech therapy,motor skills therapy. That's what special education programs are for. They are not just for children that are mentally retarded.

Needing To Differentiate Neurodivergence from Psychiatric Disorders

I feel that psychiatrists and other mental health professionals need to consider learning disabilities when patients have mental health problems. I have a long history of anxiety and depression,and not one single mental health professional even considered that I had learning disabilities. I believe that there should be screening for learning disabilities in people with mental health problems...especially if they have a history of low self esteem, insecurity,hypersensitivity to criticism that includes feelings of intellectual inadequacy.

Psychiatrists really need to have their patients tested
psychologically and neurologically in order to differentiate learning disabilities from psychiatric disorders. Poor coordination,left/right confusion,memory issues,disorganization,and speech irregularities are not just symptoms of psychotic disorders but they are also symptoms of learning
disabilities. It was these issues that got me misdiagnosed as a schizoaffective bipolar in 1999. They never did any psychological testing nor neurological testing.

Aspergers is listed as one of the conditions misdiagnosed Bipolar in the book,THE BIPOLAR CHILD by The Definitive and Reassuring Guide to
Childhood's Most Misunderstood Disorder by Demitri Papolos M.D.,Janice Papolos, Janice Papolos,Janice Papolos. I actually copied the characteristics of Bipolar children and gave alternative explanations that could be linked to neurodivergent conditions. One of the common characteristics of bipolar children listed in the book was learning disabilities which pretty much supports my belief that a lot of learning disabled are getting diagnosed as having bipolar. One of the very common characteristics of bipolar are oversensitivity to environmental influences,and learning disabled people are highly sensitive. How many learning disabled children act out,misbehave,throw temper tantrums,lash out,pout,and/or cry because they are frustrated,stressed,angry,irritable,and overwhelmed from problems with processing information that leads to being misunderstood,teased,ridiculed,and criticized. A whole lot. I definitely was no different. Where is the common sense in regards to learning disabled children having secondary psychological symptoms? It just seems like there is very little of it. Learning disabled children grow up to be learning disabled adults,and many of them have secondary psychological problems. I definitely was no different. There is definitely a significant overlap between learning disabilities and mental health problems.


My Diagnosis of ADHD by psychologist in 2004
astynaz.myphotoalbum.com/view_photo.php

My Diagnosis of Cerebellar-Vestibular Dysfunction by Dr. Harold N. Levinson
astynaz.myphotoalbum.com/view_photo.php

My Diagnoses of Dyslexia,Dyspraxia by Veteran Affair neurologists in 2006
astynaz.myphotoalbum.com/view_photo.php

Children with learning disabilities are prone to chronic depression. Older adolescents and adults tend to become withdrawn. They may be quiet or become agitated, irritable, and angry; they may also look sad and talk about their sadness. Young children, on the other hand, tend to exhibit non-verbal clues and express their emotional struggles more by their behavior than by talking. A major depression typically lasts several weeks and may be intense. Mild chronic depression (dysthymia) may last for an extended period of time and frequently appears to be
an aspect of a child's usual moods and personality.
www.ldanatl.org/aboutld/pa...ression.asp

Learning Disabilities Association of America

There's all sorts of research in the field to suggest and support the concomitance of learning disabilities and mental health problems.
Several recent studies show that 50% of individuals diagnosed with learning disabilities have scores above the clinical range on a well known depression scale. One thing we know is that attentional problems are a common feature of both. Another study summary says, Teachers have long known and reported that students with learning disabilities
at lower educational levels have similar but more, and more severe,depression, than their peers without learning disabilities. There's no reason to think this link disappears with age. In fact, it becomes more urgent. And the stakes are higher. Failure to remediate at this adult stage has more serious consequences.
dyslexia.mtsu.edu/modules/a...rticle.jsp

About 75 percent of dropouts have trouble reading, according to research conducted by Reid Lyon of the National Institute of Child Health and Human Development. About half of adolescents with criminal records and substance abuse histories have reading problems, according to a study published by the National Institutes of Health in 2001.
www.hopelit.com/Star-telegram.htm

Social Skills Deficits in Learning Disabilities:The Psychiatric Comorbidity Hypothesis
suicideandmentalhealthassociationinternational.org

For some the humiliation becomes too much. In one study, Peck found that over 50 percent of all suicides under age fifteen in Los Angeles County had been previously diagnosed as having learning disabilities.
The actual percentage of youngsters labeled "learning disabled" in most school districts in the United States is below 5 percent;therefore, it seems clear that youngsters with learning disabilities constitute a disproportionately large percentage of adolescent
suicides compared with the general adolescent population.

Results from a study in the U.S.A. by the National Center for State Courts demonstrated that youths with LD were 200 percent more likely to be arrested than nondisabled peers for comparable offences.
According to the U.S. Department of Education 60 percent of America's prison inmates are illiterate and 85 percent of all juvenile offenders
have reading problems.
www.audiblox.com/learning_...lities.htm

Social and Emotional Problems Related to Dyslexia
Depression is also a frequent complication in dyslexia. Although most dyslexics are not depressed, children with this kind of learning disability are at higher risk for intense feelings of sorrow and pain.
Perhaps because of their low self-esteem, dyslexics are afraid to turn their anger toward their environment and instead turn it toward themselves.

However, depressed children and adolescents often have different symptoms than do depressed
adults. The depressed child is unlikely to be lethargic or to talk about feeling sad. Instead he or she may become more active or misbehave to cover up the painful feelings. In the case of masked depression, the child may not seem obviously unhappy. However, both children and adults who are depressed tend to have three similar characteristics:

#9642; First, they tend to have negative thoughts about themselves, i.e. a
negative self-image.

#9642; Second, they tend to view the world negatively. They are less likely
to enjoy the positive experiences in life. This makes it difficult for
them to have fun.

#9642; Finally, most depressed youngsters have great trouble imagining
anything positive about the future. The depressed dyslexic not only experiences great pain in his present experiences, but also foresees a life of continuing failure.
www.interdys.org/FactSheets.htm

Children with both dyslexia and ADD are at dramatically increased risk for substance abuse and felony convictions if they do not receive appropriate interventions.
www.dys-add.com/nowknow.html

ADHD and Antipsychotic Drugs
Studies conducted at Vanderbilt Medical Center in Nashville, Tenn.,suggest that the drugs are routinely prescribed for attention deficit hyperactivity disorder (ADHD).
www.medicinenet.com/script/main/art.asp


More research needed
There has been little carefully controlled, long-term research on children taking most psychiatric drugs, including the atypical antipsychotics. The FDA is trying to get more pediatric research on the atypicals, says Thomas Laughren, the agency's director of the psychiatry products division. The FDA has asked five pharmaceutical companies that make the drugs to test them in children with schizophrenia and bipolar disorder, the uses they're approved for in adults. Under law, they can get a six-month extension on their patents for doing these studies. Also, the drug companies are doing their own pediatric studies on children with disorders as diverse as ADHD, autism, conduct disorder and Tourette's syndrome.
Janssen LP has applied to the FDA for approval to use its atypical antipsychotic, Risperdal, in the treatment of symptoms of autism, says Ramy Mahmoud, vice president of medical affairs for Janssen.
www.usatoday.com/news/heal...kids_x.htm

July 1, 2005 -- The antipsychotic drug Risperdal may cut aggressive behavior in children with autism.
That effect was reported in The American Journal of Psychiatry. Researchers including James McCracken, MD, of the University of California at Los Angeles (UCLA), studied Risperdal and autism.
www.webmd.com/brain/autis...-with-autism

Patients with schizophrenia are likely to have problems reading, reveals a study that shows some may even have impairments similar to those seen in patients with dyslexia.
www.patienthealthinternational.com/ncm.aspx

The ability to recognize objects is a fundamental cognitive task in every sensory modality, e.g., for friend/foe discrimination, social communication, reading, or hearing, and its loss or impairment is
associated with a number of neural disorders (e.g., in autism,dyslexia, or schizophrenia).
neuro.georgetown.edu/faculty...uber.htm

History: Most children who develop schizophrenia have disturbances of behavior and cognition prior to the onset of characteristic symptoms
of psychosis. Delays in speech and language and delays in acquisition of motor milestones are noted in approximately one half of these children. Children who develop schizophrenia have higher rates of impaired social skills and school achievement prior to presenting signs of schizophrenia
www.emedicine.com/ped/topic2057.htm
(Delays in Speech and language are signs of Dyslexia,Dyspraxia,and Autism. Delays in acquisition of motor milestones are signs of Dyspraxia. Impaired social skills are signs of Aspergers,Autistics. Impaired school achievement is common in Dyslexics,Dyspraxics,ADHDers.)

Language Disorder In Schizophrenia As A Developmental Disorder by Ruth
Condray Language disorder is increasingly understood to be an important characteristic of schizophrenia. The hypothesis advanced here is that receptive language disorder in schizophrenia represents a learning disorder that involves a neurodevelopmental etiology. It is argued that receptive language disorder may involve a preexisting developmental reading disorder for a subgroup of schizophrenia patients. Whether the language disorder of schizophrenia is equivalent,phenotypically and etiologically, to the language disorder of dyslexia is an open question. Although schizophrenia and dyslexia are separate clinical disorders, independent lines of evidence are suggestive of parallels between their hallmark features,cognitive dysfunction, and potential pathophysiology.
www.wpic.pitt.edu/research/...Disord.pdf


I want to help stop the misdiagnosing of neurodivergents and prevent the unnecessary medicating which can cause serious damage on an emotional and physical level. This would involving having psychiatrists to have their patients undergo psychological and neurological testing and not just go by observations. You can't judge a book by its cover.