The science of education
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Learning perspectivesThe measurement of learning is incomplete in autism. People respond in differentiation to their experience, and it is no different in autism. Education of individuals who have neurological challenges must consider the various sensory modalities that individual uses. The approach must be multifaceted, experiential, therapeutic, and innovative.
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We need to derive a new educational and lifestyle model for autism based on ground realities.
The possible areas to research are:
1. thresholds and mechanics of information processing in parallel
2. manifold of space time derived reality- understanding our life “clock” so to speak
3. perspective in the multiverse or metaphysical/quantum experience in autism
4. creating a rope of geophysical management in our daily lives
5. sensory communication between ourselves and environment- understanding patterns/frequencies
6. advancing sensory mitigation strategies in real life settings
7. telehealth communication for co morbid conditions
8. communication technologies for complex expression for nonvocal or unreliably speaking individuals
9. neurological reactions and biofeedback in autism
10. management of discrete movement challenges
The possible areas to research are:
1. thresholds and mechanics of information processing in parallel
2. manifold of space time derived reality- understanding our life “clock” so to speak
3. perspective in the multiverse or metaphysical/quantum experience in autism
4. creating a rope of geophysical management in our daily lives
5. sensory communication between ourselves and environment- understanding patterns/frequencies
6. advancing sensory mitigation strategies in real life settings
7. telehealth communication for co morbid conditions
8. communication technologies for complex expression for nonvocal or unreliably speaking individuals
9. neurological reactions and biofeedback in autism
10. management of discrete movement challenges