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Margaret's Bio:
The Upside-Down School Room is a result of my quest to find answers for my students; both my own children and those of others who I've taught over the years.
My own situation as the mother of twice/thrice exceptional children required me to become active in learning about and trying out different theories. There was a growing body of knowledge available, but it was often fragmented. For instance, one learning challenge was often presented as a separate phenomenon to other challenges, and learning disabilities were often presented as specific issues (i.e. memory, sequencing, auditory/visual processing) rather than the holistic gestalt that it is, involving interaction between the perceptual sensory systems, the neurobiological systems and the the environment. As we learn more, it is becoming more apparent that there are major "cross-overs" from one system to another, and indeed that one system is dependant on all the others.
I have learned that complex challenges respond best to a holistic approach. In the process of studying some of the various paradigms on learning, there has also been a shift in my own philosophy of education. It seems to me that while there has been an increase in the number (and creativity) of learning techniques for improving cognitive skills, the emphasis has often been more focused on getting the student to succeed in class, and getting them through school, then on what comes after. Short-term modifications for educational institutions can be very helpful and sometimes necessary for success in achieving an educational goal, but there still remains a large gapping hole in the level of support for transferring these cognitive skills to "real life".
For instance, individuals with attentional deficits are often given medical intervention for school, meant as a short-er term support for learning. However, the medication isn't usually meant to be taken forever, and the challenges such an individual faces do not disappear in the real world. While the variety of available types of work may allow the individual with these challenges to find work more appropriate to his skills and personality, there are still often significant life challenges to be dealt with on a daily basis.
It is my understanding that long-term goals need to be addressed to support the individual's learning and adaptability throughout life, and for more than academic success. Based on this belief, it is more helpful in the long run to deal with the biomedical/neurodevelopmental and environmental issues that underlie many learning challenges than to use purely cognitive skills that may be effective in achieving a short term academic goal, but which may not cross over into other academic areas or life skills.
On a personal note, I have been actively homeschooling since 1993 (my own children as well as others), and tutoring students in elementary grades since 1996. Most of the students have had various challenges or learning differences, such as learning disabilities, AD/HD, auditory and visual processing issues, giftedness (with exceptionalities), autism and chronic immune system problems. (i.e. CFS, MCS)
During those years, I have studied and practiced various holistic approaches, including environmental and nutritional modifications, neurodevelopmental and cognitive modalities, communication techniques and physical therapies such as craniosacral work.
While I have not witnessed "miracle cures", it has been informative and edifying to see improvements from these approaches.
Margaret Romanowitch
Professional background:
- Registered Nurse, practicing from 1977 to 1987
Personal background
- One-to-one teaching of children with dual/triple exceptionalities, including autism, giftedness, attentional deficits and learning challenges (14-20 years)
- Personal involvement in the care and treatment of biomedical issues associated with autism (20 years)
- Personal experience with and research into environmental and nutritional factors related to Multiple Chemical Sensitivities and Chronic Fatique Syndrome (20+ years)
Certificates:
- 2007 Autism Intervener, level one, Geneva Centre for Autism
- 2007 Craniosacral Therapy, Basic and Advanced
- 2005 Structure of Intellect, Basic level
- 2005 HANDLE Institute, 2 day seminar
- 1997 Therapeutic Touch, 3 levels
The Upside-Down School Room is owned and operated by Margaret Romanowitch. |
