Raising A Child With Auditory Processing Disorder: My Attempt at an Introduction to Homeschooling

(((WARNING: THIS IS VERY LONG! I'm sorry, I just didn't know how else to get it out there.)))

As I sit and start to write about homeschooling, I feel overwhelmed with all the information I would like to impart and the daunting task of trying to make it understandable. You see, there are so many, many different options when it comes to homeschooling your child.

Schools are designed with a particular curriculum that forces what exactly should be learned, how long it should take to learn it, when it should be introduced, when it should be mastered, how it should be presented, how it should be tested, etc. When you homeschool, you get to make these decisions for your child.

If you start reading about the philosophy of education, the history of education, child psychology and child development, you will find that there are really so many different opinions and attitudes on educating children. Therefore, there are also a multitude of methods. As a parent, you have so many options, you have to try to figure out what you think fits your philosophy, your style, and of course, the needs and style of learning for your child.

That being said, I have listed some links to various common homeschooling approaches at the bottom of this article for you to peruse at your leisure. But remember, you can choose to do one in entirety, to pick and choose what you like from each, or to do something completely different altogether. Governments do have requirements and they differ depending on where you live, but most homeschoolers have found it possible to do what they believe is best while still meeting the requirements of their particular government.

SOCIAL STUDIES, SCIENCE, AND BASICALLY LEARNING ABOUT THINGS:

For my family, we have taken an eclectic approach (that relies heavily on unschooling) with me encouraging learning different topics by showing an interest in them myself and providing the materials for study. For example, when I wanted to explore the solar system, I started with a video on the solar system. I invited my children to watch it with me and they did. As we watched it, I expressed my enthusiasm, asked questions, and listened to them. Then we went to the library and checked out some books on the solar system. We looked through the pictures and read some of the books. We acted out scenarios of what it would be like if someday people moved to a new planet in space. We made lego spaceships, my daughter painted a mural of a spaceship, my youngest son used his allowance to buy some little astronauts to play with. We talked about what people used to believe when they believed the Earth was the center of the Universe and even when they thought it was flat! A few days later, we went to our local science museum and watched a movie about some kids exploring the solar system in a cardboard box. Then we went to the planetarium and saw the stars. Eventually, I came home with Styrofoam balls, wire, and paints. I had bought specific size balls to match the various sizes of the planets and so we had to look up in our books which ball should be which planets. Then we looked at pictures of the planets and painted them appropriately. Then we labeled them and even put some of the moons around them on toothpicks. Finally, we created a giant solar system in the order from our sun and hung it from the ceiling in my sons’ room. None of this was coerced or forced on the children in any way. They could either participate or not, and like most children, they all eventually participated in every activity. In fact, they loved it! As a family, we were all essentially playing and learning together. Now my children look back through our scrapbook of that time period and recall with pleasure the time we studied the solar system.

So this way of learning about things can be used for almost anything. We’ve studied so many, many different things this way like Ancient Rome – which was tons of fun – and bugs, one that I as Momma did not enjoy as much because I personally do not care for holding and caring for bugs, but my children found immensely enjoyable.

As the children have gotten older, they have also discovered their own particular interests to study such as my boys’ love of weaponry and war strategy throughout the ages and my daughter’s desire to study origami and life drawing. As Mom, I help them by helping them find resources such as books, documentaries, museums, classes, specialists, etc. I also listen to them which is a greatly overlooked tool for encouraging learning! I listen to them tell me about all they have learned and all they are interested in. I ask them questions and show interest in their interests. You would be amazed at how much this simple task of truly listening to them helps them to express their interest, knowledge, questions, excitement, etc. about any topic. And of course I still play with them, make art with them, and let them teach me things they have learned how to do.

READING, WRITING, MATHEMATICS AND OTHER SKILLS:

So if you are unfamiliar with the concept labeled unschooling, you are probably wondering by now about the “hard academics” like reading, writing, and mathematics. Well, these for us have strayed between unschooling, eclectic schooling, Waldorf and Montessori thinking, and traditional methods. Being a public school teacher in my past, I was completely familiar with the “how tos” of teaching reading, writing, and mathematics. So I have used those methods, but incorporated the non-coercion of unschooling, the wait for readiness of Waldorf and Montessori, and the be creative and flexible of eclectic.

(I fully plan on going into detail on teaching reading, writing, and mathematics to my child with auditory processing disorder in another post, but I wanted to introduce these basic concepts of our homeschooling first.)

READING:

My children have all learned to read, write, and do mathematics at their own pace and schedule. For instance, my oldest son learned how to read basic three letter words and easy reader type reading about age 7. He didn’t care to learn more than that at that time and really relied a lot on sight reading as he had a fantastic memory. However, by age 9 he realized that he needed help, because he couldn’t memorize every word and he wanted to read harder materials. So, he spent one summer learning phonics in intensity. I used phonetic based readers that built upon one another and phonics workbooks to teach him all those little rules to letter combinations such as vowel digraphs and syllabication. He learned it easily and quickly, becoming an expert reader (i.e. what would be considered “grade level”) by the end of the year.

Meanwhile, during the time period he was not a strong reader himself, I read to him. We would cuddle together and I would read whatever books he wanted me to read to him. Sometimes, he would memorize a book just from listening to it and be able to read it back to me, even though he wasn’t truly reading – just repeating a familiar story. This is okay, though, because it builds pre-reading skills such as book knowledge, story structure familiarity, grammar and language usage, and most importantly, develops a love of books and reading. (I still read to them sometimes and they read to me sometimes. It is a nice way to connect with each other and have some one-on-one time.)

WRITING:

This same approach to teaching reading can also be used for writing. My children write when they are interested in writing and I help them learn spelling, grammar, punctuation, etc. as they have a need for it. I also encourage writing by modeling it and sharing my writing with them or asking them if they would like to write a story with me. I have also scribed for them many, many times before they could write well themselves. By scribing for them (writing what they dictate to me), they get to concentrate on the creativity or message of their writing while I worry about those details like spelling and punctuation. I do not correct their grammar as I encourage them to do that when we read back through what they have written and decide together if something sounds right or not. As their spelling and writing skills have developed more, they start writing their own things without the need for me to scribe. (Longer pieces I still scribe if they desire me to.)

Of course, I know a lot about writing. So I utilize all that I know to help them as they are interested and as they are ready for the new information or skill. For example, they may scribe/write a story. Then we may read over it together and decide if it sounds good or not: does it make sense, is their some conflict to be resolved, does it get resolved, is the setting clearly present, do the characters seem real, do they change in the story, etc. This is all done age appropriately and according to that child’s level of understanding making sure to not be overwhelming. It should express my interest in their story and be something they want to discuss and develop, not a chore or me being critical in any way. Sometimes the child will want to “make better” parts of the story and sometimes not. I am always flexible and regard the story as their creative work and therefore they get to make all decisions on it.

MATHEMATICS:

We have played with numbers and mathematical concepts always. We play games that encourage mathematical skills such as “Shut the Box”, “Yahtzee”, “Chess”, “Spectrangle”, “Dominoes”, and “Sorry”. We played with tangrams, unifix cubes, geoboards, geo-solids, fraction bars, pattern blocks, scales, tape measurers, and every other kind of math manipulative we could get our hands on or create. We read books about mathematical concepts like “Measuring Penny”, “Math Curse”, “The Doorbell Rang”, Sir Cumference and the Isle of Immeter”. We watched television shows that incorporate mathematics like “Cyberchase”. There are even some documentaries on mathematics and the history of numbers such as “The Story of 1".

We also use math workbooks. Each of my children has asked to “do math” like their school friends do from time to time. (My daughter actually really loves to work in math workbooks and does it all the time.) During these times, I teach them the specifics of doing mathematical computations on paper. Because they already have the concepts due to our games and playtimes and movies and talks and real life experiences with mathematics, the paper and pencil computations are about the specifics of how to do it on paper. This makes it much easier to do them as the concepts are already understood.

One example of how this works is the fact that my son wants to be a doctor, or at least he thinks he does at this point in his life. He learned that doctors need to be good at math and science so he decided he needed to “do more math”. So he and I spent time working in math workbooks. He found the work easy to do and mastered multiple digit multiplication, adding and subtracting fractions, and comparing decimals in two weeks. (He already knew the concepts and could multiply and divide in his head, as well as had done addition, subtraction, basic multiplication, identifying fractions, and comparing numerals, among other things, previously in workbooks.) Then he decided to take a break and didn’t do any mathematical computations on paper for a few months, although he continued to do them in his head to play games and figure things out he needed.

EVERYDAY LIVING BUILDS ACADEMIC SKILLS AND MORE:

Reading, writing, and mathematics skills are learned and practiced through everyday living on top of being explicitly taught in our household.

My children spend time every day reading books, magazines, computer games, emails, etc. They also build reading skills by watching movies; movies have similar concepts to written stories like characters, settings, plot development, conflict and resolution, protagonists, antagonists, etc. We can watch movies and practice skills such as making predictions, analyzing characters, making connections to our own lives and other stories whether they be written in books or portrayed on a screen. We have discussions and conversations to practice our use of language, build our vocabulary, develop skills in persuasion, compare and contrast, analogies, etc. These everyday things all assist in developing their reading and writing skills. They also write e-mails and to chat in their on-line games as well. (As they have gotten older, they have also become quite adept at researching on the internet.)

Mathematics is used in cooking, baking, planning, shopping, reading a calendar, reading a clock, predicting time, playing strategy games, reading maps, building things with wood or legos or anything else, making art, keeping a bank account ledger (yes they have their own notebooks to keep track of their allowance and expenditures), calculating tips, comparing prices, understanding interest on their personal loans from Mom, etc. (When we need paper and pencil to help figure out problems or to visualize them, I teach that skill at the time it is needed as well.)

BUT THERE IS SO MUCH MORE:

Wow, I have written so very little and yet I am over 2000 words! I haven’t even spoken about social skills, life skills, physical education, character development as in my children’s character, dealing with life, keeping a positive self-esteem and outlook on life, using co-operatives and homeschooling social groups, and more. I believe that homeschooling is something that one can always learn more about, develop into one’s own path and art form, change and alter, and continually build upon. It is something simple and complex all at the same time. I hope I have not scared anyone away and in fact have inspired you to think it is a wonderful new world you are excited to learn more about.

(Those details on specifically teaching to my daughter with auditory processing disorder will come soon, I promise. Being that she does have some special needs for learning, there are things we have done and do that are extremely helpful.)

Here are some links on some different homeschooling styles: