My introduction to the homeschooling movement came during the early 1990s, while I was studying to be a teacher of students with disabilities. I was active in a local church, and I encountered a family who was homeschooling for religious reasons. Like most people who assume things, I assumed that the family was ignorant and simply used homeschooling as an excuse to shelter their children. I learned by choosing to spend time with them that my assumption was wrong. They were, indeed, a quiet family; and they chose a very traditional lifestyle: working father, home-making mother who was submissive to the husband, several children. However, the mother was far from uneducated herself; and she insisted on excellence in study and behavior from her children without resorting to shame or physical punishment. Her children were respectful not only of adults but of one another And they had time to play! They were not troubled by their status as homeschoolers. They participated in community activities and enjoyed them thoroughly.
I began to think about the differences between these children and myself. I had been a lonely child trying desperately to fit into the public school norm, do the same things that the rest of the kids did at the same rates and sometimes without the needed resources to enable me to participate fully as a student with disabilities--and I was extremely fortunate compared to many other people with disabilities! Despite the common assumption that public school is a good way to "socialize" a child, I never socialized well. I was teased and ignored on a daily basis; and I learned after a few trials that reporting problems to an authority figure was ineffective and "uncool." I learned to "lay down and take it." Is that the kind of socialization I would want for any child of mine?
I thought about the differences between these children and the children in the classes where I was an intern. In theory, there was nothing wrong with the classes where I was an intern: the teachers were stellar, and I had never seen such models of joy in teaching and expert classroom management! But some students seemed hungry to learn more about subjects when we had barely scratched the surface. We had to move on since the state required certain material to be taught in order to meet testing requirements... At other times, the entire class stayed back while three or four students continued to struggle with a concept. The rest of the class became bored and misbehaved, creating a situation in which the teacher's attention was divided between teaching and managing the behaviors of students who did not need any more instruction in the skill in question. As I moved through my courses in preparation for teaching licensure, I felt the strain along with seasoned teachers as more and more challenging situations were created by the demand for excellence coupled with the the competing demand for equality and emphasis on individualized education for students with special needs.
In time, I chose not to work in the educational system. Part of my work now is as a tutor and consultant to homeschooling families, particularly those with children with special needs. Some of those families work in partnership with the public school system to obtain services that benefit their children. Some choose to study hard, learn about what their children need, and provide the services themselves. This is what parents had to do before public school services for children with special needs were available, and it works as well now for a determined and resourceful parent as it did in the 1950s--maybe a bit better because that parent has places to go to ask questions! I think it's just as possible for a determined parent to teach other basic subjects; and lessons in piano, dance, voice, etc., provide a much better fine arts education than a child tends to get in the public school setting.
I do not have a "problem" with public schools in general; however, I recognize that in many situations the public school system has failed to meet particular children's individual needs, and I believe that a hard-working family utilizing a variety of resources can provide an education that in a number of cases is far superior to what the child would receive in the public school setting. If you happen to be a homeschooling parent, I hope that the resources on this site will be helpful to you.
People choose to homeschool their children for a variety of reasons. Knowing why you want to do this may affect the approach you take and/or the curriculum you choose to use. Below are a few examples of reasons of which I am aware. I'm sure there are others as well.
The decision to homeschool is influenced by two main factors: the potential negative impact of the classroom environment and the benefits of homeschool. Of course, many people have positive experiences with classroom environments. Homeschooling parents are often among them. Some families homeschool only one or two children who have experienced difficulties with the school environment. Some families decide to homeschool due to philosophical differences with practices which are quite different from their own memories or childhood experiences.
Some people feel that aspects of the environment in the public school have a negative impact on their child's development and well-being. Examples include:
Homeschooling may offer benefits which are attractive or important when considered along with concerns about the impact of the public school environment.
Homeschooling is an ideal option for children who need to learn at their own pace, children who need frequent breaks or are often absent because of illness, children who are learning English for the first time, and children who need to learn in special ways. The article, "Homeschooling the Adopted child," discusses some additional reasons why homeschooling may be the best option for an adopted child.
Many people have questions about or objections to homeschooling. Your feelings about these factors may also influence your decision.
There is no single answer to this question. Much depends on how you feel about teaching. This is something to consider carefully. Do you feel that you must be thoroughly familiar with material before teaching it to your child? Do you believe that learning must occur in a structured environment such as a classroom? Are you willing to learn about new concepts in order to teach your child?
If you feel that you must have an in-depth knowledge of all subject areas in order to teach your child or that learning should take place in a structured environment, homeschooling may or may not be the right choice for you. Public or private schools provide a structured environment where teachers have studied their subjects intensively. If you feel that these things are important but want your children to learn at home, you may want to consider working with a ready-made curriculum and/or a tutor in areas where you feel that your own knowledge is inadequate.
Some parents feel comfortable learning new material along with the child in a relaxed environment. Homeschooling is an attractive option for these parents, and many children excel in the homeschool environment regardless of whether or not the parent has formal training in the subject matter.
This depends on your definition of "social skills," how you want your child to learn them, and whether you are willing to commit the time and energy to facilitate the process.
Teaching your child is an investment of time, money, and energy that should never be taken lightly. If your child has a disability, you may need some special supplies, and these may require an initial investment of money. However, many of these supplies will be used for several years and thus be worth the cost. Some families purchase guides to help them plan for homeschooling. If your child has a disability, you may want to purchase some books about disability-related needs occasionally in order to plan for meeting his special needs. Many families also use home-made materials, books from the library, and resources on the Internet to lower the cost of supplies for homeschooling.
LauraMaery Gold's book, Homeschool Your Child for Free: More Than 1,200 Smart, Effective, and Practical Resources for Home Education on the Internet and Beyond, includes web sites and other suggestions for teaching children at home without spending money on a ready-made curriculum. Resources are broken down by subject area and grade level.
The answer to this question varies from state to state. In some states, parents can set up the homeschool as a private school and receive services available to children in private schools as mandated by special education legislation. Some parents enroll their children in one or two classes in the public schools, and the child receives special education services at the public school before returning home. Other parents feel that services from the school district provide little help, and these families have chosen to develop educational opportunities using their own creativity and input from other families and blind adults working as tutors or consultants.
For information about legal issues, the best resource is the Homeschool Legal Defense Assotiation. The HSLDA's federal legislation page provides links to information about pending and current legislation affecting homeschoolers. The state resources page provides links to summaries of state legislation, listings of organizations, information about cases involving homeschooling, news, and forms.
There are a number of ways to decide what to teach and when. Each state has standards that outline the skills and knowledge children are expected to acquire as they progress through school. These standards can help you to plan for your child's education just as a map helps you plan a trip. Your child may progress quickly through some areas and more slowly in others. Your state's standards may be especially important if your state requires homeschoolers to take tests to assess their progress. For a basic idea of what children are expected to learn at each grade level, refer to the Typical course of study available from the World Book Encyclopedia. Several books also provide guidance in psetting goals for each year.
The Core Knowledge Series is a set of books detailing essential skills and knowledge for kindergarten through sixth grade. Each book also includes sample activities and readings on each subject area. These books are available online from Amazon.com as well as from your local bookstore. To purchase them online, follow the links below:
Rebecca Rup's book, Home Learning Year by Year, provides guidelines for general knowledge and skills children should have at each grade level. Homeschoolers often move more slowly or quickly in some areas; but a book like this will help you keep track of progress and ensure that your child has the skills and knowledge he needs to achieve goals that are similar to those of other children his age.
If you desire to homeschool your child, commitment is your most powerful tool. Commitment motivates you to find information and resources, learn about subjects that are new to you, and to expand your thinking so that you can adapt your teaching to your child's individual learning style. The rest of this site will help you to act in response to that commitment.
Homeschooling affords your child an opportunity to excel in areas of strength and learn using creative methods. Homeschoolers use a variety of teaching methods depending on the subject area, the child's learning style, and the availability of materials. Understanding the various methods can help you choose the one that best suits your child's needs.
Common teaching methods include:
If your child has special learning needs, you may find that using elements of more than one teaching approach works best. Materials may not be available in the appropriate format; a curriculum may recommend activities that need to be modified; or your child may simply need a different approach when learning some things. If something works, use it. If it doesn't work, try something else or put it aside to try again later. You may even find that the same approach doesn't work as well one year as it did in the past.
Your philosophy of education helps to guide you to the teaching style and materials that are best for your child. If you like aspects of several philosophies, don't be afraid to "mix and match."
The Charlotte Mason philosophy relies on real books such as children's fiction and nonfiction, rather than textbooks. Reading aloud is a common activity for families using this style of education. Hands-on exploration is also a feature of this philosophy.
If the Charlotte Mason approach appeals to you, you can find more information on the following web sites
What Drew Me to a Charlotte Mason Education
Karen Andreola discusses the reasons Charlotte Mason's philosophy appeal to her.
The ABCs of CM
This creative article provides suggestions for applying the Charlotte Mason philosophy to your teaching. Each letter of the alphabet stands for a fact about Charlotte Mason or the tools and methods she used in her teaching.
CM Study Notes
Lynn Hocraffer shares her thoughts about Charlotte Mason's writing and philosophy.
A Charlotte Mason Education
Deborah Taylor shares many articles about Charlotte Mason's philosophy and suggestions for homeschoolers.
Penny Gardner's site
Penny provides an overview of the Charlotte Mason philosophy, tips for teaching, and book recommendations.
Several books are also available about the Charlotte Mason approach.
Andreola, Karen. (1998). A Charlotte Mason Companion: Personal Reflections on the Gentle Art of Learning. Charlotte Mason Research and Supply Company.
Karen Andreola is a well-known author and speaker as well as a homeschool mother. In this book, she shares her experience and in-depth knowledge of Charlotte Mason's philosophy and methods. The book is very passionate and thought-provoking.
Levison, Catherine. (1999). A Charlotte Mason Education. Champion.
Ms. Levison briefly introduces the Charlotte Mason method, summarizing key points and providing how-to instructions. This book is not comprehensive but may provide a good introduction for anyone wondering if this method is right for their child.
Levison, Catherine. (19990. More Charlotte Mason Education. Champion.
This book expands the information Ms. Levison provides in her first book and is a good companion book.
Mason, Charlotte. (1993). Charlotte Mason's Original Homeschooling Series. Charlotte Mason Research and Supply Company.
This six-volume set contains Charlotte Mason's complete writings about educating children.
Unschooling is a term generally used to mean that the child initiates the learning process by pursuing activities of interest to her. Some unschoolers completely reject the idea that a child should be taught anything. Unschooling follows the theories of John Holt. Unschooling.com provides many articles about unschooling and ideas for unschoolers. Support is also available at the Family Unschoolers Network. Gail Withrow explores various attitudes about unschooling in her article, "Unschooling or Homeschooling: What's the Difference?"
Several books are available about unschooling.
Fitzenreiter, Valerie. (2003). The Unprocessed Child: Living Without School. Unbounded Publications.
A mother tells the story of teaching her daughter at home. This book includes general parenting information as well. Laurie Chancey scored in the top ten percent on her college entrance exam and graduated summa cum laude.
Griffith, Mary. (1998). The Unschooling Handbook : How to Use the Whole World As Your Child's Classroom. Prima Lifestyles.
This book includes chapters on teaching various subjects in the course of everyday life.
Classical education is concerned with teaching subject matter in ways that are appropriate to a child's developmental stage. The three developmental stages recognized in classical education are known as the Trivium. Classical educators rely heavily on ancient texts, believing that this style of teaching is responsible for the education of great thinkers in history. More information about this philosophy is available at http://www.classicalhomeschooling.org.
As you think about which method to use, ask yourself some questions to help narrow down your choices.
Most homeschoolers eventually face the question from well-meaning friends or family. "How will your child be socialized?" Recent media coverage has depicted homeschooling families as reclusive and even as people who take advantage of the privacy of homeschooling in order to abuse their children. Most homeschoolers, however, take advantage of numerous programs and activities to help their children learn how to interact with peers and adults alike.
Homeschoolers often have strong feelings about the concept of "socialization." Nancy Jones described her feelings on an email-based discussion group for parents of blind children.
Actually, I fully expect to encounter the "socialization" question, though I wish that wouldn't come up. Sadly, it just demonstrates what is perhaps the most common misperception re homeschooling and homeschoolers-----that what we are trying to do is lock our children securely into the "castle", pull up the drawbridge, fill the moat and stock it with alligators! (grin) Please don't think I'm criticizing you, for you never mention your own personal "take" on that issue, but your wording, "a blind child who is further isolated in a homeschool situation," does tend to indicate and strengthen that stereotype of homeschooling. As anyone who has homeschooled very long knows, a homeschooling parent must have an answer prepared for such questions, but at the same time, many people would not be convinced or satisfied given ANY answer re a homeschooled child's "socialization", because they are already convinced that homeschooling leaves a child lacking in that area.
I've gotten a number of good ideas from others on that issue, and one of the best was to simply ask doubters the question, "What do you mean by socialization?"
You will very often find that they haven't thought the issue through at all. To me, socialization means learning to interact "successfully" with a variety of different people in different real-life situations. "Successfully" I would define as knowing how to treat people with politeness and respect, while at the same time holding firmly to one's own values and principles (in other words, not keeling to peer pressure, either as a child OR an adult).
Now, what does the child in a traditional classroom setting have for socialization? He sits in a classroom composed of a fairly homogenous blend of children all his own age (since schools draw their students from a limited geographical area, it is more likely than not that they would come from similar socio-economic backgrounds within that area). Now any of us who are parents know what the likelihood is of, say, a group of 6-yr.-olds learning FROM EACH OTHER only the values of politeness and respect in their interactions. No, anyone who has taught or dealt with large numbers of children know that, without adult intervention, very soon a "pecking order" is established among the children, based on strength, power (as in popularity), or largesse (from children able to give gifts to others to "purchase" their alliance). Children do not naturally gravitate toward politeness and respect any more than they naturally gravitate toward honesty or unselfishness-----these are ADULT values, that must be actively taught.
In his article, "Socialization Issues," Fred Worth propose several assumptions underlying questions about socialization.
- Socialization is necessary.
- Socialization is good.
- To be properly socialized, children must spend large amounts of time with their peers.
He also quotes four possible definitions of socialization from The Reader's Digest Great Encyclopedic Dictionary.
- To place under group or government control; especially, to regulate according to socialist principles.
- To convert from an antisocial to a social attitude; make friendly, cooperative, or sociable.
- To convert or adapt to the needs of a social group.
- To take part in social activities.
He goes on to consider the implications of the three assumptions in light of each of the four definitions. He also discusses the concept of positive and negative socialization and the likelihood that each type of socialization would occur in the homeschool vs. the public school environment.
Jennifer Sutton describes the difference between public school and homeschool "socialization" in the article, "Homeschooling Comes of Age," which appeared in the January/February, 2002, issue of Brown Alumni Magazine.
Another advantage of homeschooling, its advocates say, is that it allows children to socialize with—and learn from—a wide variety of people, instead of remaining confined in a classroom for most of the day with children their own age. Amois Gonzalez ’03 was homeschooled in Ashland, Oregon, because her parents wanted her to remain “family-based” for as long as possible; they also wanted her to “grow up being able to interact with people of all ages,” she says, not just her peers. Alison Brion had the same wish for Laura. The Brions joined homeschooling groups and after-school activities so Laura could be with other children, but they also went to library discussion groups and town meetings. “Laura saw adults socializing, making decisions, stating their opinions, challenging each other,” Alison Brion says. “She learned that there’s no one right answer to a question, which is not what usually happens in a classroom.”
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This issue of socialization, however, is also one over which homeschoolers are often criticized. How can kids learn to deal with other people, the question usually goes, if they’re not in school? “Such criticisms rest on certain professional assumptions about the nature of ‘healthy socialization,’ ” Patricia Lines wrote in the July 1, 2000, issue of the journal The Public Interest. Homeschooling parents want their kids to learn values—religious or otherwise—from them, not from other kids. They worry about the negative peer pressure found in schools and as a countermeasure want children to spend more time with adults. “But this does not mean that homeschooled children are isolated from their peers,” Lines wrote in The Public Interest. “They participate in homeschool support groups, scouting groups, churches, and other associations."
There was no opposition to homeschooling out in the woods of Hawaii, where Ben and Maria Taylor grew up. Every week they went with their mother to the nearest public library, but otherwise they stayed close to home, reading voraciously, doing their chores, and roaming with homeschooled kids who lived nearby. Maria and her friends liked to dress up as medieval characters and act out stories they had written. Ben helped his father and the neighbors build fences and houses, and he figured out enough electronics to repair radios and televisions.
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FROM THEIR PROFESSORS and fellow students, homeschoolers at Brown elicit a wide range of reactions. “Some people said, ‘Wow, that’s so cool!’ ” recounts (Tibet) Sprague. On the other hand, Maria Taylor says that one of her professors “couldn’t understand how I learned things, how I could be smart. He was like a lot of people who think homeschooling means no schooling.” In fact, these homeschoolers say, their transition to college wasn’t that different from that of other new students. “It didn’t matter what your previous background was,” recalls Tad Heuer. “Every single student was a bit nervous, and most were away from home for the first time.” Laura Brion adds, “I just figured I’d adapt.” But what (Laura) Brion had to adapt to were such everyday experiences as sitting in a classroom and having a constant schedule. It wasn’t that big a deal. After years of showing up for music lessons and holding down jobs, she points out, “It’s not as if I’d never encountered rules or guidelines.”
Homeschoolers are also buoyed by their self-confidence. “My college friends got so daunted by everything,” Maria Taylor explains. “I didn’t have that problem. I’d always been told that I was capable of doing anything. My friends [at Brown] also had strange ideas about adults. They had a hard time talking to professors as people. They were intimidated. I’d always been encouraged to talk about my opinions, and I had confidence in what I had to say."
Kyle Williams, a 14-year-old columnist for WorldNetDaily, shared his perspective as a homeschooler.
In its 2000-2001 Resolutions, it writes, "The National Education Association believes that home schooling programs cannot provide the student with a comprehensive education experience."
In a letter to NEA President Bob Chase, the National Home Education Network wrote asking what their resolution regarding home schooling was based on. He replied, saying, "During the 1998 [Representative Assembly], delegates approved the policy on homeschooling. They were concerned that homeschooled students were not provided a comprehensive education experience because they did not have an opportunity to interact with students of different cultures, economic status or learning styles." In other words, because I stayed at home with my mother, brother and sister and not several hundred other children down the street, I will fail.
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The premise of the war against home-schooling is that children do not obtain the needed socialization skills. By agreeing with that, you have to concede the point that public schools, private schools, etc., are the only source for socializing.
Ever hear of church, sports, community events or neighbors down the block? Many home-schoolers, such as myself, play sports, go to church, attend community events, play musical instruments and many other things.
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Critics state that the majority of home-schoolers are antisocial. In contrast, dare I suggest that, in proportion, there are more antisocial students in public schools rather than home-schools.
With one-on-one learning action with parents, many home-schoolers are able to communicate far better with adults, compared to their public-schooled peers – leading to a greater success in the future.
If you are just beginning to think about how to teach social skills, here are some suggestions for planning and resources for teaching social interaction skills.
If you want to teach social skills purposefully, begin by setting some goals. What skills do you consider to be a part of "social interaction skills?"
Beth York listed several goals for socialization in her article, "Reasons to Homeschool".
- Good behavior, manners and courtesy to others
- the ability to get along with others, to meet and know the joys of friendship with peers
- the ability to know right and wrong
- to know when it is appropriate to say you are sorry
- the ability to solve problems
- respect for authority, nature, each other
- know how to converse and write
- developing the different skills to be a team member and a leader
Other skills include dressing appropriately for various occasions, handling dating relationships, setting and respecting personal boundaries, advocating for one's own needs, discussing visual impairment with others, and soliciting assistance appropriately.
Methods of teaching social skills include role playing, use of fiction and nonfiction to examine situations and social interactions, and discussions about real-life situations and how social skills were used and how they can be improved.
Many homeschooling resources are available on the Internet. The homeschooling resources page lists other sites with articles and teaching ideas as well as email discussion groups.
The text on this site is adapted from the book, Nothing But the Best: Resources for Homeschooling the Blind Child, available in e-book format for $14.95 from Sarah Jane's. Sarah Jane's is also an excellent online resource for purchasing educational toys, books, and other supplies.