<div><strong>Help Us Build a More Connected Future for Neurodivergent Children and Their Families in Colombia</strong>
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<div><strong>One child should not become four different stories.</strong>
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<div>At home, a parent sees a child who barely slept.
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<div>At school, a teacher sees a student who suddenly cannot participate.
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<div>In therapy, an RBT observes a change in behavior.
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<div>Another professional may recognize sensory overload, emotional distress, communication difficulty, or an environmental demand that has simply become too much.
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<div>Everyone may be seeing something important.
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<div>But too often, those observations remain separated.
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<div>And the family is left in the middle, trying to connect the pieces.
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<div>We believe there is a better way.
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<div>My name is Claudia Zamora, creator of the Human Integration Method™ (HIM™) and HIM-N™, its neurodiversity-informed application.
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<div>We are preparing the HIM-N™ Colombia Pilot in Barranquilla, an educational and research initiative designed around a simple but powerful idea: What if the adults surrounding a neurodivergent child could see more of the same child, speak a more connected language, and make better-informed decisions together?
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<div>That means bringing families, teachers, RBTs, behavioral professionals, and researchers into a shared functional understanding of what a child may be experiencing across environments.
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<div>Not another isolated intervention. A bridge between the people who already care for the child.
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<div><strong>THE PROBLEM WE WANT TO SOLVE</strong>
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<div>Neurodivergent children do not experience life in professional categories.
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<div>They experience one life.
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<div>Yet the systems around them are often divided: Home. School. Therapy. Healthcare. Community.
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<div>Each setting may have valuable information, but when those observations remain disconnected, families can receive different explanations, different recommendations, and sometimes conflicting expectations.
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<div>A behavior observed at school may make more sense when connected with what happened at home.
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<div>Difficulty completing a task may look different when sensory demands are considered.
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<div>A child who demonstrated a skill yesterday may still possess that skill today, but may temporarily be unable to access it because of regulation, fatigue, stress, emotional experience, environmental demand, or other factors.
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<div>The innovation behind HIM-N™ is not simply to ask: “What is this child doing?”
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<div>It is to help the adults around the child also ask: “What might be happening across the whole human system, and what information are we missing?”
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<div>That shift can change the conversation.
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<div><strong>THE SOLUTION: CONNECT THE PEOPLE AROUND THE CHILD</strong>
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<div>HIM-N™ introduces a practical shared framework based on four actions:
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<div>NOTICE
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<div>Observe what is happening before jumping to conclusions.
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<div>REGULATE
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<div>Consider whether the child has sufficient internal and environmental support to participate.
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<div>INTEGRATE
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<div>Connect information from the child, family, school, therapy, and environment.
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<div>ACT
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<div>Choose the next appropriate action from a more complete understanding.
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<div>The goal is not to turn parents into therapists or teachers into clinicians.
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<div>The goal is to help everyone become better partners around the child.
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<div><strong>WHY FAMILIES MATTER SO MUCH</strong>
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<div>Families often hold information that no assessment can capture in isolation.
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<div>They know what happened before school.
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<div>They recognize changes in sleep, routines, relationships, and emotional state.
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<div>They know what helps their child recover.
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<div>They know what has been tried before.
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<div>And they often spend enormous energy carrying information from one professional to another.
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<div>Families should not have to function as the entire communication system.
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<div>One of the possibilities we want to explore through this pilot is how a shared framework can help families participate in a more coordinated conversation with educators and professionals.
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<div>Not as spectators.
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<div>As essential partners.
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<div><strong>WHY TEACHERS ARE AT THE HEART OF THE PILOT</strong>
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<div>Teachers see something extraordinarily valuable: the child functioning in real life. They see learning, transitions, friendships, frustration, curiosity, fatigue, sensory demands, success, recovery, and the moments when a child appears to know something but cannot access it.
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<div>HIM-N™ does not ask teachers to diagnose or treat children. It gives them a structured way to notice, document, and communicate what they observe.
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<div>Imagine a teacher, parent, RBT, and other professionals having a common language for discussing those observations.
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<div>That is one of the possibilities we want to put into practice in Barranquilla.
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<div><strong>THIS IS NOT ABOUT REPLACING ABA OR OTHER PROFESSIONAL APPROACHES</strong>
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<div>HIM-N™ is designed to connect and complement, not replace, established professional approaches.
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<div>RBTs, behavioral professionals, educators, therapists, and other specialists each bring valuable expertise.
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<div>HIM-N™ adds another lens: one that encourages teams to consider behavior alongside regulation, sensory information, emotional experience, relationships, environmental demands, and moment-to-moment availability.
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<div><strong>Our guiding principle is: HUMAN FIRST. INTERVENTION SECOND.</strong>
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<div>Before asking only how to change what we see, we want to become better at understanding the human being experiencing it.
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<div><strong>WHY BARRANQUILLA, COLOMBIA?</strong>
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<div>Because innovation does not always begin in a giant laboratory.
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<div>Sometimes it begins with a teacher who notices something.
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<div>An RBT who asks another question.
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<div>A parent who says, “There is something else you need to know about my child.”
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<div>And a group of people willing to listen to one another.
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<div>Barranquilla gives us an opportunity to bring HIM-N™ into a real educational and community environment, learn alongside Colombian families and professionals, document the experience carefully, and evaluate what is useful and what needs to improve.
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<div>Colombia will not simply receive this project.
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<div>Colombia will help shape it.
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<div>And if the pilot demonstrates value, what we learn can inform future HIM-N™ initiatives in other Colombian communities and, eventually, internationally.
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<div><strong>WHAT WE ARE BUILDING</strong>
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<div>Our goal is to raise $35,000 to move the HIM-N™ Colombia Pilot from preparation into implementation.
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<div>Your contribution will help fund: HIM-N™ training and certification for participating professionals
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<div>Practical training and tools for teachers and RBTs
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<div>Family education and resources
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<div>Educational and implementation materials
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<div>Local coordination in Barranquilla
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<div>Translation and culturally responsive adaptation
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<div>Community engagement
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<div>Research documentation and data collection
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<div>Evaluation of pilot implementation and learning
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<div>Infrastructure for documenting the model and preparing for future replication
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<div>We intend to share the pilot's progress so supporters can follow what is being built, what we are learning, and how their contributions are helping make it possible.
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<div><strong>YOUR DONATION HELPS BUILD MORE THAN A PROGRAM</strong>
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<div>You are helping us explore whether we can create better bridges around a child. A bridge between home and school. Between observation and understanding. Between families and professionals.
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<div>Between disciplines that too often work beside one another instead of with one another. And between what a child does...
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<div>and what that child may be trying to communicate, manage, access, or overcome.
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<div><strong>$20 can help put educational resources into someone's hands.</strong>
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<div><strong>$100 can help support training and family education. Every dollar ADDS -BE THE ONE!</strong>
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<div>Larger gifts can help fund professional training, implementation, research, and local infrastructure.
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<div>Sharing this campaign can introduce the project to the person or institution that helps open the next door.
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<div>Every contribution matters.
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<div><strong>WE ARE ALSO LOOKING FOR PARTNERS</strong>
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<div>This project is bigger than crowdfunding. We welcome conversations with universities, researchers, foundations, companies, nonprofit organizations, professional associations, embassies, consulates, educational institutions, and public agencies interested in neurodiversity, education, family support, inclusion, and human development.
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<div>You can support this project with funding. You can support it with research. You can support it with expertise. You can support it with an institutional partnership. You can support it by opening a door.
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<div><strong>HELP US BEGIN IN BARRANQUILLA</strong>
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<div>There is a child at the center of every chart, every classroom plan, every therapy session, and every professional conversation.
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<div>The child is already whole.
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<div>The information surrounding that child should become more connected too. One child. One human system. Many people who care. One opportunity to connect them. Help us bring the HIM-N™ Colombia Pilot to life.
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<div>Donate.
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<div>Share.
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<div>Partner with us.
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<div>Open a door.
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<div>HUMAN FIRST. INTERVENTION SECOND.
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<div>Thank you for helping us begin.
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<div>Lic. Claudia Zamora
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<div>Creator, HIM™ &amp; HIM-N™
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<div>Founder, IntegraX LLC
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<div><strong>Learn more: ClaudiaZamora.com</strong>
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Help Us Transform Neurodiversity Education in Colombia

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