Editor’s Note: This post originally appeared as an article in the 2015 Back to Homeschool issue of the FPEA Connect magazine. Used by permission of the FPEA.
By Mary Kurnik, Guest Blogger
We did not plan to homeschool. I definitely enjoy being home with our children, especially since my husband and I weren’t even sure we would become parents.
Through the blessing of adoption, we became parents to our daughter and, 21 months later, to our son who has autism. Thankfully, we began homeschooling when Krystyn was four years old. We figured this way, we could “try it out” for a year and send her to kindergarten if the experiment failed.
John was two years old at the time. He did well with Five in a Row, a literature-based, unit study approach. We all snuggled on the couch while I read our story for the day. If John chose, he could sit on the floor and keep busy with various shoeboxes filled with his “school things.” For the most part, though, he wanted to be a part of every aspect of our homeschool day, right along with his big sister. All the years of Five in a Row provided a solid foundation for a well-rounded child and built strength in reading and language arts.
An environment of family togetherness, safety and comfort at home, and learning at his own pace, have served John well. In the early years, our homeschool days consisted of many trips to the library to choose books, take part in its organized programs, and star in its theater. We went to parks and the YMCA. We belonged to MOPS (Mothers of Preschoolers) and a Thursday social group. We took trips to the museums, the zoo, the Florida Aquarium, and Busch Gardens. We visited many businesses to get a backstage tour in order to learn about their operations and the necessity of a practical education. We toured Tampa International Airport, fire departments, even the Coast Guard. All of these opportunities were facilitated in a small, manageable group, with Mom’s watchful eye, giving birth to independence and confidence for John.
I can’t emphasize enough how important the flexibility has been. If John is restless, he can play basketball in our driveway in between subjects or throw the ball in the backyard to our
rambunctious, loveable lab, Libby. We school year round, so if family comes in town or an event comes up, we can take advantage of that opportunity. For John’s therapy appointments, professionals are more accessible to us during the morning or early afternoon, rather than after-school hours. If John needs more time learning long division, it’s not a problem. If we need to revisit a concept in a particular subject six months from now, when he can grasp it better, no worries.
Every day is a learning opportunity at home and out in the world. Life skills are essential for John, and my husband and I endeavor to teach him more than academics. John is learning to change the oil in Dad’s truck, shop at home improvement stores, do yardwork, fix and maintain things at home, learn the value of money – all with Dad’s guidance. Mom, on the other hand, does something John calls “Mom’s Scenarios.” This is when a teachable moment comes along, no matter where we happen to be, and I run by certain scenarios with John – all the while keeping a sense of humor if warranted, or a serious tone if not. John often needs a further explanation of what is happening around him, and we are able to take the time to explain as much as he needs.
Homeschooling also allows John to be with children and adults of all ages. He is not limited to his same-aged peer group. This has been beneficial in that he is able to get along with children during his class at co-op and is also able to be best buddies with the younger set. They look up to him, and I believe John’s life is enhanced by being a role model. Learning at home allows us to build on John’s strengths and work on his weaknesses in a way that is designed for him alone.
More recently, John’s home education has been strengthened by a new state program created last year. The Personal Learning Scholarship Accounts, or PLSA as it is better known, provides state funds to parents of special needs children that can be used for a wide range of education-related expenses. That includes private school tuition, tutoring, instructional materials, technological devices and specialized therapies from approved providers.
The amount of the PLSA varies based on the student’s disability and what county he or she lives in, but it averages about $10,000 per year. Funds that aren’t used in one year can be rolled over to the next year. They can also be used for contributions to an approved prepaid college program. As I told the The Tampa Tribune last year, “It’s hard to put into words what it means to us. It’s a gift that was dropped from heaven.”
It’s not just that the PLSA offers funding that can make a real difference for John. It also comes with the kind of flexibility and parental authority that makes sense to home school parents, and to parents, period. It allows parents, not anyone else, to determine what mix of educational programs and services are best for their child.
Right now, we are using the PLSA to help pay for therapy to help John with an auditory processing disorder, along with books, and handwriting and keyboarding programs. We also plan to add, among other things, intensive math skills practice online, materials for robotics, a musical instrument, and a tablet so John can access specialized apps for students with autism. (For anyone who wants more information about PLSAs, contact Step Up For Students, a nonprofit that helps administer the program, at PLSA@sufs.org or 1-877-735-7837.)
Educational choice is a precious freedom, and I am grateful to be Krystyn and John’s Mom first and teacher second. Sometimes the best things in life are not planned after all.
Mary Kurnik is wife to John and has a bachelor’s degree in English education. Her passions are homeschooling, special needs, adoption and horses. She gives all glory to God for His master plan. Contact her at firstname.lastname@example.org.