Posted by Champaklal Dajibhai Mistry on March 16, 2004


In the study of the knowledge contained in the SCIENCES OF CREATION AND LIFE called veD one realizes that there is no creation created in this universe which does not have a cause, effect and purpose. The cause, effect and purpose of a creation is also for a time, place and the resources available for the creation to exist in that time and place and thus differs with different time, place and resources available for existence.

When we as humans realize we cannot do something it is only because of the simple fact that we do not know the science that makes what we want to do happen. The SCIENCES OF CREATION AND LIFE as per veD was the first thing grandfather creator bRH`maa acquired upon his own creation as the creator of everything that exists in any universe. This knowledge of SCIENCES OF CREATION AND LIFE appears to appear and disappear in the humans depending on the cyclic yug or veDik time era one exists in. Presently we are in the 5016th year kli-yug which will last for a total of 432,000 years. It appears that in this kli-yug presently the knowledge SCIENCES OF CREATION AND LIFE is reappearing in humans in the last 500 years of the evolution of various sciences by which humans are starting to understand their bodies and all other bodies that they co-exist with. Humanity has started to learn about pRkRUti = nature which makes all bodies functions. And with that knowledge of  pRkRUti humans are also becoming creators, sustainers and destroys of what they and pRkRUti create.

In learning about the sciences of nature humans have also found a lot of LEARNING BARRIERS. These LEARNING BARRIERS stop humans from acquiring knowledge of sciences of pRkRUti from child birth to the age old. And these LEARNING BARRIERS are the primary cause of most of the experience of suffering and pain by humans. This suffering and pain could by physical, intellectual, emotional and spiritual. Humans have started to understand the science behind the suffering and pain related to physical aspects of their physical existence. But the intellectual, emotional and spiritual aspects of human existence is still a long way to be understood.

An example of the understanding of the physical aspect of a suffering and pain called  ADHD (attention deficit-hyperactivity disorder) among children. ADHD practically creates a massive LEARNING BARRIER among children at home and in school as ADHD disrupts the normal environment in which life exists at home and in school. But continuing understanding of SCIENCES OF CREATION AND LIFE is now empowering humans to control ADHD so that children can be functional in home and school environment while suffering from ADHD.....till the cause and purpose of ADHD in the time, place and the resources for the existence is once again understood by humanity to a greater extent than is possible today....The photo to the left shows the nine-year-old Maclean Samis, who is suffering the pain of ADHD, is allowed to get up and move around as he needs to while the class is in progress. A specialized rubber cushion accommodates his wiggling when he sits down as described in the article from Canadian newspaper EDMONTON JOURNAL.

To learn more about the latest science in controlling ADHD to an extent in children please visit Canadian newspaper EDMONTON JOURNAL by clicking on the newspaper name with red highlight....or to read the article on this web site please click on the next line....

Wiggle while you learn
Teachers develop sensory stimulation techniques to help students focus on schoolwork
Jodie Sinnema
The Edmonton Journal
Scott Robertson elementary school teacher Rae Finlayson appears to be wearing a halo of yellow fibre-optic wires, part of a high-tech roomused to help calm students with severe special needs.
CREDIT: Brian Gavriloff, the Journal
Five-year-old Elise wears a tight hug-vest that helps her be more aware of her body.
CREDIT: Brian Gavriloff, the Journal
Kids can burn off excess energy while class is in progress by using a rubber band attached to the bottom of the chair to stretch their legs.
CREDIT: Brian Gavriloff, The Journal
Nine-year-old Maclean Samis is allowed to get up and move around as he needs to while the class is in progress. A specialized rubber cushion accommodates his wiggling when he sits down.
CREDIT: Brian Gavriloff, the Journal
Janice Murphy with her bottle buddy, which she carries between classes.
CREDIT: Brian Gavriloff, The Journal


EDMONTON - Maclean Samis is allowed to chew gum in class.

He also sits on a special rubber cushion that allows him to wiggle on the spot without being too distracting.

And when everyone else is sitting quietly at their desks, the nine-year-old is allowed to stand up and work.

For Maclean, who can't stop moving, special sensory strategies have helped him focus on his Grade 4 studies at Scott Robertson elementary school at 135th Avenue and 107th Street. Without the gum, Maclean says he would chew away all the erasers on his pencils.

While the techniques are particularly helpful for kids with special needs, more and more teachers are starting to integrate the ideas into regular classes where kids have typically been told to fold their hands, sit still and pay attention during storytime.

"In general, we think kids and adults are paying attention to us if they're looking at us and they're not wiggling or fidgeting," said Rae Finlayson, who oversees Scott Robertson's outreach program for special needs kids when they head back to their community schools for kindergarten. "But as adults, we've learned that there's a lot of us who don't sit still."

She says she pays more attention in meetings when she doodles on her papers. If she has no outlet for her fidgets, her mind wanders to shopping lists and evening plans.

Other people twirl their hair, lean back on their chairs or bounce their crossed legs -- all signs that people are trying to stay on task, Finlayson said.

"They need constant movement in order to pay attention," she said. "For a kid with ADHD (attention deficit-hyperactivity disorder), the more wiggly they get, the more annoying they are for the teacher. But that's a clue to us that they are actually trying to attend and pay


In a society where computers and PlayStations rule the roost, kids are spending less time releasing pent-up energy at the neighbourhood park. Even processed food takes less energy to digest, Finlayson said.

All those kids are piling into classrooms, creating frenetic atmospheres that are sometimes difficult to manage.

"We live in a society where we don't have to move," she said. "But physiologically, we still need movement."

As a result, the sensory motor approach can help every child. While Scott Robertson school has a special, high-tech room to calm kids with severe special needs -- a room filled with fibre-optics, bubble tubes, a TV screen that mutates from one colour to another and a waterbed through which kids can feel musical vibrations -- more everyday sensory techniques can be used in every school.

Students in Heather Johnson's pre-kindergarten class lug "hallway buddies" -- two-litre pop bottles filled with coloured water and sparkles -- from class to class to get their large muscles working. That calms them down during storytime.

Some students in the school slip on heavy backpacks during walks down the hallway or even pull boxes full of binders behind them after they get off the bus and shrug off their boots at the entrance.

"We've got to keep their bodies busy," Finlayson said. "The kids that need it certainly perform much better after."

The Grade 3 teacher keeps a store of suckers and candies in her desk and hands them out before tests. That gets blood rushing to the muscles in the mouth which, in turn, feeds the brain and stimulates the cerebellum.

A student in Grade 1 is allowed to use a rocking chair after teachers found it calmed him. The motion counteracted his hypersensitivity to airplanes flying overhead, kids walking down the hallway and music classes four doors down.

Kids in Jeni Kingston's high-needs class are all allowed to play with fidget toys during circle time, like the tiny white rabbit that Elise, 5, is petting or the squishy ball hidden in a pouch hanging from Kyle's neck.

He sits on a special peanut-shaped ball and wears a tight hug-vest, which helps him be more aware of his body. Justin balances on a one-legged stool to work his large muscles. Another student, rather than kicking his legs noisily, winds his foot into a blue rubber band tied to the bottom of his chair.

And everyone makes sour faces when Kingston hands out bright, tart gum balls. "It will wake your mouth up," she said to them. "We're going to shake our sillies out."

Throughout the rest of the class, quiet smacking noises -- rather than interruptive outbursts -- fill the air.

"Without the stuff we use at circle time, there is no way the kids would be able to concentrate or feel comfortable in their bodies," Kingston said, adding that if it weren't possible, she "couldn't imagine this classroom working."

"Teachers need to be creative in how to integrate this in their classrooms."

Carrie Riddle, an occupational therapist at the school, said she knows a high school teacher who installed a bar across a classroom doorway so that teenage students could swing into class and work off a bit of steam before hitting the books. Other teachers are giving out candies or gum just before tests to improve results.

No formal studies in Canada have proven that hypothesis, but Finlayson said American researchers are studying whether students succeed more in classrooms where kids can fidget, chew gum or use sensory techniques.

Finlayson, who has presented her ideas at teachers' conferences, said she would like all schools to implement sensory strategies like those in Scott Robertson. Her school has 100 special needs kids in pre-kindergarten and kindergarten classes, but there are 150 other kids who are also experimenting with the techniques.

Something as simple as having students stretch out, or do pushups or sit-ups after 20 minutes of studying, can really help them focus -- and even gets them to be more physically active.

"It doesn't totally get rid of the behaviours they are having, but it definitely allows them to be a lot calmer in the class," Finlayson said. "Being proactive will save (the teacher) 20 minutes of grief at the end of the day, when the kids are just off the wall."

 The Edmonton Journal 2004


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