From The September Bilingual Issue
That first day I had to send him off in that big yellow schoolbus, I cried.
I felt helpless for him and myself. Of course I knew nothing about
homeschooling at the time, and had I known, I would have saved my son
from years of anguish and frustration.
I soon found out that Milan was language delayed, and at six years of age
developmentally behind by 3-4 years. He was immediately referred to a
speech pathologist at the Queen Elizabeth Hospital. Even though there was a
long waiting list the pathologist insisted on starting with Milan twice
weekly over the summer because early correction, when brain pathways
are pliable, is crucial.
The school was insistent that Milan, already taller than his peers,
remain behind in kindergarten another year. He was unable to read,
(they were being taught whole language), behind in French
(half his school day was in French only), and of course he had a problem
verbalizing. I can image how frustrating it must have been for him, with
little mastery of his mother tongue, to sit through mornings of complete
French instruction. It would be like sitting through a morning where
everyone spoke Chinese.
I remember driving by the schoolyard to check on him. At this time he also
developed numerous nervous ticks, insomnia and depression. Finally, when
summer arrived the pressures vanished, his speech therapy began, and I
taught him how to read using the old fashioned method of phonics using
the Hooked on Phonics program. There have been mixed reviews about the
program but Milan loved it and was able to read by first grade. His teacher
was insistent that teaching him phonetically would interfere with their
whole language approach but was amazed at the improvement.
As the years progressed, other more difficult challenges arose, although
I worked daily with Milan on speech (language exercises given to me by
the pathologist), there was increased homework. In Grade 4, I received
daily reports that Milan was not completing his work in class as the
others. When children worked in groups of three and four, his teacher
said Milan would never settle down to WORK with the others, so he
would have to work by himself in the corner. How would he ever be able to
learn to communicate his ideas and work in a group if he was never given
the chance. He got further behind in all subjects, and in order to catch
up he missed recess, gym, and art to work on the IMPORTANT SUBJECTS
like math and French.
I fought and complained on many deaf ears. The teacher complained of
burnout (she was constantly yelling) and of not enough time to complete
the curriculum before year end (too many school plays, field days and days
filled with nonsense). Meanwhile, Milan would stay awake at night worrying
about the next school day, he began twisting and ringing his fingers
constantly and cried at the drop of a pin.
How would he survive another two years of elementary school and five years
of high school ? Help arrived when I thought things were the darkest.
At the Greene Centre one day I read a newspaper article posted on the
bulletin board on homeschooling. The lights went on ! I had already been
homeschooling since he was five, (reading, speech lessons, etc.) so I
contacted the Protestant School Board to register him (BIG MISTAKE--THEY
ARE NOT USER FRIENDLY). They discouraged me, giving me a long list of
requirements, criteria for an educational plan and a contract.
( Note: Quebec law does not require you to do any of these things,
this is strictly the policy of this particular school board and not law.)
I spent the summer ( THANK GOD FOR THOSE REJUVENATING SUMMERS)
reading John Holt’s books and anything else I could on homeschooling,
determined to inform and prepare myself. I began to attend support group
meetings at the Greene Centre and met a great group of women, who inspired
and encouraged me.
I didn’t sign any contract, I enrolled Milan at Clonlara Home-Based School
in
Ann Arbor, Michigan, received their binder of suggested grade requirements,
requested
from the public school he had attended that all his school records be
transferred to Clonlara and have lived in relative peace from the school
board ever since.
Two years later we are another homeschooling success story.
Milan is language developmentally at par with his peers. In order to
comply with the law, I have kept a daily journal of his activities
and he is tested annually with the California Achievement Test.
Last year he scored at age level in vocabulary, English, and above grade
level in other subjects (Science-Grade 10 level). His self-esteem has
flourished. He is relaxed, happy, self-confident and no longer at the
bottom rung of the ladder. He loves reading ( 147 books this year),
is beginning to enjoy math (Saxon Math) and not afraid to question
and relate his thoughts.
Children with special needs are more vulnerable under the school system,
they are targeted by peers, left to sink deeper into the quagmire with
no hopes of ever coming on top. I wish everyone knew, especially parents
of special needs children that homeschooling is an option--I wish I would
have known, but then again, it’s better late then never !
Jacquie Neven has been homeschooling her son Milan for
three years,is an active member of her support group, and co-editor
of a tri-annual bilingual newsletter *Au Courant*, for members of
*THE MONTREAL METROPOLITAN SUPPORT GROUP FOR HOME-BASED EDUCATION*
This past summer our family went to a summer camp with a difference.
For four weeks we poured over the Biblical story of Esther while working
it into a stage musical which we subsequently performed publicly.
This unique camp was sponsored by Youth With A Mission, an international
Christian organization for young people. Although the camps was
specifically for 8 to 17 year olds, whole families, including younger
children, joined in the adventure. And what an adventure it was!
To foster a sense of family and camaraderie, the campers were
divided into small groups of mixed ages. This gave the older adolescents
a chance to teach the younger ones and realize how they could help and
influence these youngsters who so admired them. The result was total
cooperation from everyone in taking turns to wash the dishes, clean up,
and do daily latrine maintenance. As a parent, it was something to see.
We started off every day with singing and a short prayer. Then for part of
the morning we meditated on and discussed a biblical story or verse and
its relevance to our lives. An hour before lunch, the kids relaxed during
some free play time. The rest of the afternoon we worked on Esther
We rehearsed our roles, memorized our lines, practiced the songs and
learned the dance routines.
Finally on day 12 we put on our first show! A real miracle considering
the short amount of time we’d had to work on it. From that day on we were
on the road ! From our base camp, we traveled by school bus to Sherbrooke,
Granby, Rock Forest and Montreal. It was often late by the time we
rapped up for the evening, took off our costumes, had a snack and headed
back to camp. Inevitably the younger children would snuggle up and fall
asleep on the laps of the older kids. Once back, the older ones graciously
carried their young charges to their rooms and helped put them to bed.
It was inspiring and touching to see how these young people formed such a
team and indeed a true family.
I truly enjoyed this summer’s experience. I saw my kids tackle something
they were hesitant about trying. Yet by the end, all three of them were
quite at ease on stage. But more importantly, it was a pleasure to see
them live closely with others and learn to resolve conflicts. As well, the
good role models provided by the older teenagers have had a lasting effect
on my children. To be sure, this summer camp was sometimes tiring and
intense, but it was also rewarding and valuable experience for our entire
family.
Suzanne Lavoie lives with her husband and three boys in Montreal. She has been homeschooling for three years.
created by Jacquie Neven, webmaster and homeschooling professional. ;)
last update:July 27, l998 ©
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