Out of the Bubble
By: Maggie Dail, MA, Neurodevelopmentalist
When I learned that part of my training to be a neurodevelopmentalist would be to go through the evaluation process and to be on an individualized neurodevelopmental program, I thought that made perfect sense. First, I would know what I expected of my clients. Secondly, I could “practice what I preach.” Thirdly, I could function at maximum capacity.
Since an early age I struggled with academics and social situations. In third grade I received Fs in Arithmetic and Penmanship. I barely passed third grade. Teachers all through the years made comments on report cards like, “If Margaret only tried she would do better.” I wanted to scream, I AM TRYING, but I was too shy to do that. Even high school and college teachers made reference to my poor penmanship.
While teaching missionary children in Madrid, Spain I noticed students who struggled with their learning. It is not surprising that one who struggled reached out to those who struggle. Later, I earned a Masters in Special Education. After several years of working with independent homeschoolers and students in Academy Northwest (a private school extension program for homeschoolers – www.academynorthwest.net) I wanted to really help students who struggled not just make accommodations for them.
Every year at our Academy Northwest graduation approximately 150 students graduate from learning centers around western Washington and a few other places.
We gather at a very big church and every time until June, 2006 with all of the noise of the music and the crowd I felt like I was in a tunnel or bubble. When I went to the platform to present the diplomas to the graduates in my learning center I was in a fog, never being able to enjoy the bios being read about my students. In 2003 when I was presented the Teacher of the Year award, unlike previous years, I was supposed to stand instead of going up for the award. Well, the teacher next to me had to help me figure out not to go up to get an award.
This year was much different! No fog, no tunnel, no bubble!!!! Even when the music was much louder than I like, there was no fog. I was able to stand in the correct place on the stage, help my students to do the same and enjoy their bio!!!
Why the change? Well, eleven months earlier my neurodevelopmentalist and I had decided that after all of these years, at the age of 56, I was probably genetically predisposed to be left-handed rather than right-handed. When I learned to write, many presumed that all students should be right-handed. This journey is not easy, but I rejoice when I see an indication that it is making a difference. Emerging from the bubble is but one indication that I am achieving neurological organization.
When I learned that part of my training to be a neurodevelopmentalist would be to go through the evaluation process and to be on an individualized neurodevelopmental program, I thought that made perfect sense. First, I would know what I expected of my clients. Secondly, I could “practice what I preach.” Thirdly, I could function at maximum capacity.
Since an early age I struggled with academics and social situations. In third grade I received Fs in Arithmetic and Penmanship. I barely passed third grade. Teachers all through the years made comments on report cards like, “If Margaret only tried she would do better.” I wanted to scream, I AM TRYING, but I was too shy to do that. Even high school and college teachers made reference to my poor penmanship.
While teaching missionary children in Madrid, Spain I noticed students who struggled with their learning. It is not surprising that one who struggled reached out to those who struggle. Later, I earned a Masters in Special Education. After several years of working with independent homeschoolers and students in Academy Northwest (a private school extension program for homeschoolers – www.academynorthwest.net) I wanted to really help students who struggled not just make accommodations for them.
Every year at our Academy Northwest graduation approximately 150 students graduate from learning centers around western Washington and a few other places.
We gather at a very big church and every time until June, 2006 with all of the noise of the music and the crowd I felt like I was in a tunnel or bubble. When I went to the platform to present the diplomas to the graduates in my learning center I was in a fog, never being able to enjoy the bios being read about my students. In 2003 when I was presented the Teacher of the Year award, unlike previous years, I was supposed to stand instead of going up for the award. Well, the teacher next to me had to help me figure out not to go up to get an award.
This year was much different! No fog, no tunnel, no bubble!!!! Even when the music was much louder than I like, there was no fog. I was able to stand in the correct place on the stage, help my students to do the same and enjoy their bio!!!
Why the change? Well, eleven months earlier my neurodevelopmentalist and I had decided that after all of these years, at the age of 56, I was probably genetically predisposed to be left-handed rather than right-handed. When I learned to write, many presumed that all students should be right-handed. This journey is not easy, but I rejoice when I see an indication that it is making a difference. Emerging from the bubble is but one indication that I am achieving neurological organization.
Maggie Dail
Special Helps from Master Enterprises Learning Center
8323 95th St SW
Lakewood, Washington 98498
(253) 581-1588
www.specialhelps.com
[email protected]
www.icando.org
Special Helps from Master Enterprises Learning Center
8323 95th St SW
Lakewood, Washington 98498
(253) 581-1588
www.specialhelps.com
[email protected]
www.icando.org
