IDEA’s Definition of “Specific Learning Disability”
The Individuals with Disabilities Education Act (IDEA) defines “specific learning disability” as a
“disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.”
This can include:
It is also helpful to consider what a learning disability is not when trying to understand what it really is. The IDEA’s definition goes on to explain what a learning disability is not:
“Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage." [34 CFR §300.8(c)(10)]
You can see from the list in the last paragraph that a learning disability is not difficulty learning due to a hearing loss or vision problems, though those issues certainly could be present as well.
Neither is it an intellectual disability. Actually, people with learning disabilities generally have normal to high IQs.
It is not an inability to learn caused by emotional issues, though the frustration and embarrassment resulting from a specific learning disability can often bring on emotional distress that could further impair learning.
Neither is a learning disability caused by anything in the student’s environment, culture or economic situation.
Then What Is a Specific Learning Disability?
Research says that learning disabilities are caused by differences in how a person’s brain works and processes information. Students with learning disabilities process information differently.
That’s why we prefer to say, “learning differences” instead of “disabilities”. These students can learn very well, but need a different type of instruction.
That’s where Discovery Therapies comes in. Our NILD (National Institute for Learning Development) educational therapy is ideally suited to these students with learning differences, and we recognize the enormous potential each student brings. It is our joy and privilege to unlock and unleash that potential, and the best time to begin is today.
Ohio Department of Education. (2019, July 30). Specific Learning Disability. Ohio Department of Education. Retrieved December 20, 2021, from https://education.ohio.gov/Topics/Special-Education/Students-with-Disabilities/Specific-Learning-Disability
Find Help for Dyslexia From a Columbia NILD Therapist
If you have just received your child’s diagnosis of a reading disorder or dyslexia (dyslexia and reading disorder are often interchangeable terms), you may feel overwhelmed. Now you know what the problem is, but what is the best solution? Tutoring? Not likely. Tutoring doesn't normally address the underlying issues.
Your child will need a program that is backed by research and proven effective through testing and data, a program that will address every area of reading.
That’s exactly what you will find at Discovery Therapies, Inc. If you're looking for a dyslexia therapist in Columbia, SC, you have found what you were looking for at Discovery Therapies. Our teaching stations are located in various parts of the city, as well as certain nearby cities, including Sumter, SC, and we offer online therapy as well.
Discovery Therapies is endorsed by the National Institute for Learning Development (NILD) and our therapists are trained, licensed and certified by NILD as well. We bring to you a program that began over 40 years ago and has transformed lives all over the world.
The International Dyslexia Association (IDA) recognizes educational therapy as practiced by NILD therapists to be proven to effectively treat dyslexia. It is a comprehensive program covering every aspect of reading.
Help and Support for Parents of Dyslexic Children
Having a child with learning difficulties can be stressful, especially when you feel like there is very little you can do on your own to help your child.
Parents of dyslexic children at times feel very alone and misunderstood. When school is hard for the child, it is hard on the parents as well.
Other people just don’t understand how intelligent your child actually is and why they struggle so much in school.
Your child’s educational therapist does understand. Discovery therapists frequently see students with high IQs who have been unable to work up to their potential because of a specific learning disability, such as dyslexia.
Your student’s therapist will include you in the therapy process, inviting you to attend sessions from time to time, keeping you informed of progress, answering questions for you, supporting you and your child in the school setting, giving you perspective and helpful tips, writing accommodation plans when needed, and asking for your insight as well.
You and your child will find hope and real, transformative help at Discovery Therapies, Inc. The best time to start is today.
Contact us at (803) 419-0126, or send an email to: email@example.com.
Attention Deficit Hyperactivity Disorder (ADHD) is a condition that affects millions of children all over the United States.
An estimated 6.4 million Americans between the ages of 4 and 17 have been diagnosed, while there are many more that have not received a diagnosis yet.
It’s a diagnosis that can make parents nervous as they see their children progressing through their school years.
However, your ADHD child can succeed in school, and with the tips below, they are likely to enjoy more success.
#1 Plan Ahead with Teachers
Discovery Therapies can provide an accommodation plan for students of private schools where this service might not be provided. We’ll be your child’s advocate in getting the help they need to succeed in school.
#2 Enroll Your Child in Sports
ADHD is made worse when a child is unable to exert a lot of the energy that’s building up throughout the day. Kids with ADHD have the constant need to move around and do something with their bodies. Signing them up for a sport will help them take care of that need so they can better focus in class.
#3 Set Up Routines
Children with ADHD can feel unsettled without a schedule and routine in place. They may:
By establishing a routine, your ADHD child can follow a set of steps that is easier to understand, which can help him get the job done more efficiently. To create a routine without overwhelming your child, start with small changes. Once these have been adopted, start adding more to the routine.
If this is an area that your family struggles with, you might consider working with an educational therapist. Your student’s therapist will
Educational therapy helps kids take ownership of the problem and the solution, and learn to see themselves as people who are able to grow and change their situation.
#4 Organize School Work
As mentioned above, your ADHD child may forget things at school or may end up crushing the paper down in their backpack because they’re late and in a hurry not to miss the school bus. You can support your ADHD child’s success in school with these ideas:
Having a system in place is helpful, but that is just the first step. The real issue is to help them take ownership of the situation and use the system that has been put in place.
You Don’t Know My Child…
You might be thinking, “You don’t know my child. I’ve already tried these things,” or, you might find that being unorganized is a weakness you also share. If either of these things are true for you, consider having an educational therapist work with your child and family.
Are you interested in learning more about how you can help your ADHD child succeed in school? Reach out to us here and find out more about Discovery Therapies, Inc., a non-profit ADHD coaching center in Columbia, South Carolina. We make school --and life-- fun again!
The new year has arrived! It's time to break out of that holiday vacation and back into the world and DTI is here to help! You may have forgotten a few things while you were away, or maybe you met a new friend that you can help supply with valuable information, we're here to fill in those gaps and give you the great valuable information you can use and share with anyone who may need it!
Donna Weston, Founder, and Executive Director
FAQ: How do I deal with my child/student getting under my skin?
My boys always knew what button to press. As a matter of fact, they became experts in all of my buttons! Looking back, I think they knew my weak areas better than I did! Some button pushing was intentional – wanting to get out of doing what they did not want to do – and some was just being kids – thoughtless, impulsive words or behaviors. Whatever the motivation, I felt myself being pushed by negative emotions that I struggled to not take out on them! Add to the already complicated mix of parenting (and teaching), a child with various challenges – learning, medical, behavioral – and life and relationships become much more complicated.
As a parent, it was my responsibility to mold their behavior and character. As a teacher, it was my responsibility to mold their minds, grow their skills, excite their curiosity.
So, how do we get our minds back?
I vividly remember when I started to recognize that a particular button was being pushed. One of my sons was a master arguer. If he wasn’t getting his way, he would push and push to try to wear me down. This brought up memories. As a teen I constantly argued with my mother. We were well known in our family for “butting heads”. I recognized that this pattern was being repeated. This son would get me so heated that I wanted to lash out at him. We invariably ended up shouting at each other and nothing was accomplished. We also ended up resenting each other. I hated getting sucked in!
Once I recognized this pattern, I came up with a plan. I needed to stop the argument from him as soon as I saw it brewing. I would say no, or not right now, and he would start in, “But Mom…!” I would allow him to state his reasoning, if his tone of voice was appropriate, but then if I still had the same decision and he started to push, I would tell him to “Give me 10” (pushups). Now, all of my boys were athletes and 10 pushups were nothing to them. The first time I had him do this he laughed at me and gave me the 10. I explained that the purpose of the pushups was not to punish, but to remind him to be respectful in his communication. It was a way to make him stop and think. If, when he got up, he was still communicating disrespectfully, I would have him give me another 10. If we got through 30 pushups and he still was not demonstrating self-control, I told him to separate himself from me until he could speak to me politely. Honestly, this took a while to work well, mostly because I had to see the button pushing coming! Over time, I was quicker to see it and calmer in my responses. In the process, he learned what was acceptable behavior and our relationship became far less volatile – a win-win.
So, what button do you want to work on?
Donna Weston, Founder, and Executive Director
Stop In Your Tracks
Do you have a song that seems to always stop you in your tracks? One that is so meaningful to you that your heart tunes in? There have been just a handful of those over the years, but there is one that persists for me, maybe because I only hear it around Christmas.
Two years ago, I wrote my first blog post for our website. I titled the blog “Exclusive Insights – From My Heart to Yours” because each one has come from a deep place, fusing my mind and heart. That first blog article I wrote is still precious to me and so I am replicating it here. Read through to the end and there will be an additional link that will be special to you, if you know this story:
This is my first Christmas in our new home. I loved putting up the Christmas tree, decorating the mantel, hanging a wreath on the front door. All three of my adult sons will be able to be with us for Christmas…two of them coming all the way from LA! The Christmas season can be amazingly wonderful. It can also be amazingly complicated. Actually, life continues to be amazingly complicated!
One of my favorite Christmas songs of all time is “Breath of Heaven” by Amy Grant (a link to the full text is at the bottom). It is a musical version of Mary’s prayer when she was told that she was to carry the Son of God. I remember listening to the song with my hands lifted high as she communicated my heart, my concerns, my trust – or at least my desire to trust my Father in heaven.
“…I wonder what I’ve done
Holy Father, you have come
And chosen me now
To carry your son”
“I am waiting in a silent prayer
I am frightened by the load I bear
In a world as cold as stone,
Must I walk this path alone?
Be with me now”
It is so ironic that in the middle of a family and church community I would feel alone. But raising a struggling learner, or a child with special needs of any sort, can feel isolating. I remember people with “average” or gifted children blaming me for my son’s behavior, as if I could control all of his choices and I was okay with his misbehavior or social gaffs. Add to that the hours of trying to help him learn…Ugh.
Privilege, yes. Easy, no. What I didn’t have then is a team. I needed others: teachers who understood (unfortunately rare), wise friends to listen and counsel who had been where I was, therapists to help him in ways that I could not because I had to focus so hard on being his mom.
“Breath of heaven
Do you wonder as you watch my face
If a wiser one should have had my place
But I offer all I am
For the mercy of your plan
Help me be strong”
Ryan is now an adult. The raising part is over, but the loving is not! Much work and prayer went into the complicated family life we had. Today, Ryan is an amazing man, navigating the complicated life he has with honor, integrity, and great love for and from his family. He is a source of great joy.
I am confident that the Lord designed your child for your particular family. I am praying that through this season, you will grow in wisdom and strength, that you will stop and enjoy who your child is, who they are becoming, and that you will find and take full advantage of the team you have. And, I pray you will know God’s presence in your life:
“Breath of heaven
Hold me together
Be forever near me
Breath of heaven”
*Breath of Heaven lyrics. Breath of Heaven video
This Christmas, I don’t know if our two other sons can join us. Life is so full that I am not even sure when I can go shopping for gifts (or even what I want to give!), never mind when we can start the process of decorating our home. It is mid-December and already I want to cry, “Stop the sleigh! I want to get off!”
So, I intentionally stop…or am jerked to a stop… when I hear “Breath of Heaven”. We need to stop sometimes, especially when life is chaotic.
Is there a song that stops you in your tracks? Choose to listen. Is there a movie that fills you with joy? Watch it with someone you love. If you are raising children, especially a child with learning challenges, I encourage you to take some time during Christmas to break from academics, to play with them and enjoy who they are. Be intentional.
I promised you a special link at the end of this article. Ryan, my struggling learner - the one whom I had wondered if he would be in jail someday because of his rebelliousness, or would even be alive at the age of 30 - has started his own video blog. Check out this short video and remember – at some point, if not now, you can rejoice that it was all worth it!
Donna Weston, Founder, and Executive Director
A few years ago, I rushed to the emergency room, my friend Laura not far behind me. Ryan was on a stretcher in the hallway as they did not yet have a room available for him. He was writhing in excruciating pain with my husband Mike standing over him, waiting for the hospital personnel to provide the pain medication Ryan so desperately needed. It was just minutes, but it has always felt like hours when we have been in that situation.
I was in crisis mode, a familiar place for me throughout Ryan’s on-going medical history. In a crisis, I have to be strong and clear headed so I can advocate for my son when he is not able to advocate for himself. I checked on Ryan’s status and turned back to my friend who was waiting at the entrance not wanting to intrude.
She was weeping the tears that I could not.
When I recall this event, even now, after several years, I can feel the emotions rise. Why is that particular memory so impactful? I was, and still am, soul piercingly thankful. That day, Laura was the physical presence of God in that place – weeping over my son, hugging me tight and praying over me and my family with a Holy Spirit led passion.
Although often used as synonyms, to me there is a distinct difference between gratefulness and thankfulness. I am grateful when a stranger holds the door for me or when my son grabs my suitcase and carries it up two flights of stairs when I return home from a trip. There is relief. I am pleased. I appreciate the other’s kindness to me.
But grateful is too tame of a word to describe the soul-piercing thankfulness that I can feel in the midst of sorrow - the kind of thankfulness that can lead to joy in the midst of hardship or pain.
I am currently working on my doctorate in counseling. (Yes, please feel free to pray for me!). There have been many research studies published in peer review journals discussing the clinical effectiveness of thankfulness in the growth of those seeking counseling. From my perspective, that is a modern verification of the way God has created humans to function. The Bible is full of instruction and encouragement to be thankful, even in the midst of anxiety (Philippians 4:6-7). So, both the secular and the faith-based worlds recognize the power of thankfulness.
Gratefulness comes from the mind – a recognition and appreciation for a kindness performed. Thankfulness comes from the heart. Both take practice and an intentional shift in mindset.
This month, when we celebrate Thanksgiving, is a great time to reflect on thankfulness and our own capacity to recognize and exercise it.
The pilgrims, whom tradition indicates celebrated the first Thanksgiving, had much to be thankful for: their physical survival of a grueling new settlement, a harvest sufficient to ensure survival through the winter, an alliance with the natives they met that had taught them the survival skills they needed in this new land. They were soul piercingly thankful to God - and very likely to the natives and to each other for all that had been accomplished - even though they had suffered tremendous losses as well.
Being thankful when life is challenging is a difficult practice, but a potentially life-altering one. If you would like to walk deeper in that direction, read One Thousand Gifts, by Ann Voskamp – a book that journeys through grueling tragedy into true thankfulness.
So, what am I soul piercingly thankful for? What are those things that can bring joy to my heart and tearsto my eyes?
What makes you thankful may not be anything like these, but it will be well worth starting your own list. You can start with what you are grateful for - maybe just one thing a day - and as you meditate on these things, you may find the beginnings of soul-piercing thankfulness, as well.
Let the joy of that surprise and fill you.
Donna Weston, Founder and Executive Director
Sept./ Oct. 2017
What an awful topic!
We all had it growing up, and we are now either giving it to our students or spending an inordinate amount of time helping our children with it. I am not going to spout off research data or debate the issue. What I do know is that there are not just facts involved, but emotions as well - sometimes BIG emotions. Let me share my journey and some perspective.
I am one of those students who actually likes to learn. I know. I am weird like that! Much of the learning process growing up was intuitive to me. I had homework, but it was minimal. I don’t even remember having homework in elementary school. I don’t know if they just didn’t assign it, or that I just forget doing it. I remember homework in high school, but I was able to get most of it done during study hall, so it did not consume much of my after-school time.
Then came parenthood in a whole new generation of educational systems. I home schooled my boys, one (Ryan) all the way through. The other two went to public high school. So, I don’t know homework policies from their generation of elementary schools, and their high school experiences with homework seemed to be similar to mine. But, I do remember teaching Ryan.
The process of learning for Ryan was anything but intuitive. If he had been in the classroom, his entire day would have been consumed with tasks he could not manage. He struggled working with me one-on-one, never mind working independently. For him, school tasks were equated with torture. He tried every strategy to get out of them: charm me (he has always been a charmer and funny!), be passive aggressive (“Sure, I’ll do it” and then he didn’t), and rebellion. By the time he was a teenager he was convinced that we hated him! I know that it is unproductive to look back and blame ourselves; but we can look back and learn.
Now that Ryan is an adult, we have spoken a lot about those days growing up and the rebellion we ended up dealing with. He told me that the source of his behavior was his learning challenges. So many of the things he had to do were like walking on hot coals. At the time, I didn’t think I had unrealistic expectations. But now I wonder. Did I have unrealistic expectations? Did I push him too hard? We need to have expectations, but they need to be balanced with compassion, understanding, and wisdom. We need to see the difference between what they can do with help and what they cannot. (Aside: professional help from an educational therapist may assist in gaining some valuable perspective).
Think about the struggling learner in today’s educational world. They are in school 6-8 hours a day. Then, they come home and get started on their homework, take a break for dinner, and then get back to it…even as early as second grade! Out of a sixteen-hour day (assuming they sleep for eight hours), they are “working” at least 12 hours, with many working the entire sixteen hours! That breaks my heart. They “work” more hours than most adults. And…adults get paid!
And what about the parents? They are often having to reteach what the student was unable to learn during the day (a daunting task), so they have little time to just have fun with their children – to really spend time together having natural conversation. Relationships risk becoming one dimensional – all task oriented.
That is where my heart is right now. I am concerned about the relational health of our families today. Do we eat together, play together, talk to each other and really have opportunity to build quality relationships? I know, I felt guilty that Ryan was not learning as quickly as his peers, and there were definitely times I (wrongly) placed that guilt on him or pressured him to do more than he really could handle! I can see that now.
It seems to me that the “system” is broken and everyone is caught in a lose-lose situation. Students are overwhelmed. Parents are exhausted. Teachers are pressured to produce results, cover the material and keep moving. Expectations are high.
As individuals, we may not be able to fix the system, but we do have to deal with it. So, as individuals, there are a few questions we can ask.
None of these questions are intended to induce guilt or shame, but rather to help us think about the way things are done and make wise decisions for our children moving forward.
Homework is one of life’s challenges that you need to face together, with wisdom, balance, and appropriate advocacy. Our children need us to love them, play with them, challenge them to grow, and protect them as they learn how to advocate for themselves and mature into the young men and women of character they are created to be.
I know I can’t change the past. What Ryan and I struggled through together is over now. He and I have learned from the pain of the past, the mistakes, and the daily choices to put relationship first, school second. That doesn’t mean ignoring responsibilities, but appropriately balancing them. High school was challenging, but we did it – without killing each other!
What both of us did right was forgive each other for the mistakes and the hurts, and chose to make time to do things together that were fun or meaningful. We still do that and I am so very thankful that we not only love each other, but we like each other too.
Donna Weston, Founder and Executive Director
I danced with Ryan in the kitchen at 5:45 this morning. I woke up earlier than usual and came into the kitchen while my husband and our son, Ryan, were getting ready to leave for the gym. Ryan, as usual, was streaming a cappella music on his music app. If you have never heard the song “Sing” by Pentatonix, I highly recommend that you watch their video of it on YouTube. The song just evokes joy. I dare you to watch it and not smile! Well, this morning I could not listen to it and not dance! Ryan saw me and couldn’t help but join in. When the song was over he gave me an exuberant hug. Even remembering it now fills me with joy.
Have you ever heard the expression, “It’s the little things in life…”?
They can also drive you crazy.
Maybe for you it’s someone leaving dirty clothes on the floor. I had a professor in a marriage and family life class in college who called them “tremendous trifles”. I’ll never forget one of his examples because that became me and my husband. I squeeze the toothpaste from the bottom. He squeezes it from the top. My professor said that these tremendous trifles – little things – can cause silly little arguments. One spouse becomes critical of the other, and voices it…often. The little things can become big things.
For toothpaste, there is a simple solution: each person has their own tube. Simple. Other tremendous trifles may not have simple solutions. However, often in the midst of the tremendous trifles there are the wonderful little things.
You walk into your child’s room where there are clothes and other “stuff” strewn all over the floor. Maybe you cannot even see the floor. But then, your toddler sees you and comes running in for a hug.
Your elementary aged child sees you and says, “Mom, come see what I just did!”
Your middle schooler looks up, sees you and gives a huge grin.
Your teenager looks up, gives a small smile, says
“Hey mom” then puts their head back into their book or phone.
Some of us are really good at recognizing these little things for what they are – wonderful! Others of us can only see the results of the hurricane that hit the room, we hit the roof taking one more step toward damaging our relationship with our child or spouse. Inadvertently we train our loved ones to not feel pleasure at seeing us.
So, how do we turn this around? How do we handle the “tremendous trifles”?
By putting relationship first.
It takes recognizing our patterns and disciplining ourselves to find something – anything that is positive, and focus on that.
There was a significant time in life when Ryan was in such a bad place that learning was torture, and he wasn’t handling it well. It affected, infected, the whole family. We were not dealing with tremendous trifles, but major life issues.
When we are in a place like that, it is even more important that we do not let the tremendous trifles become building bricks in the walls of our relationships. It is even more important that we…
Look for the little things
Create the little things
Maximize the little things
Invest in the little things
These little things can bring light into the darkness, joy in the midst of pain, breathing hope that relationships will endure, grow, even flourish. The investment is so worthwhile.
Since I was a child I have loved to dance - Ryan chose to enter in and enjoy my little thing.
I am still filled with joy.
Donna Weston, Founder and Executive Director
So, summer is here and school vacation has begun (unless you are a year-rounder!). Your child has been assigned work to do over the summer – summer reading, math worksheets, etc. But what if your child is academically behind their peers? Do you have them do more? If so, what?
One of my biggest regrets involves the summer when our son Ryan (my struggling learner) was 15. We were homeschooling for high school as our research had indicated that there was no other educational environment feasible for him with his particular needs. That school year had been a nightmare of trying to get his cooperation to do school work. He had been recently diagnosed with ODD (oppositional defiant disorder). He was charming, delightful and fun loving…until we would tell him what he had to do. Then he stuck his chin out and refused – sometimes passive-aggressively, sometimes outright. Toward the end of the school year we had learned quite a bit about how to communicate with him in such a way that he would not fight back, and how to work on healthy boundaries for him. The school year ended peacefully.
But then came summer.
He had missed quite a bit of school in his rebellion and we needed to make that time up. So, I designed a “light” summer schedule of a couple of hours a day. He would have none of it. His brothers didn’t have to do school, so why should he? It didn’t matter that they had summer reading to do, and even a book report to write. All he saw was them having fun. That led to one of the darkest seasons in our raising of Ryan.
Looking back, I wish that I had backed off for the summer.
So, how DO you decide how much to require and how much to ease up?
There really is no simple answer. It depends on your parenting style, the personality of your child, and how much pressure they have already been under. Some parents are drill sergeants: their word is law and they often do not listen really well. Some parents are so eager for their children to feel loved, or feel guilty for how little time they have with their children, that they do not provide enough guidance, so the children rule their home. Sergeants need to loosen up and listen, eager parents need to tighten up and learn to provide direction and boundaries. Most parents fall somewhere between the extremes.
For me, it was unwittingly putting too much pressure on Ryan. I thought my expectations were reasonable. But, he did not. For almost any other child, I would have been correct - I wouldn’t back down. Indeed, for most struggling learners, repetition is very important. But not always. There are other factors that need to be taken into consideration.
It is healthy to have expectations for summer vacation – for us as leaders of the home, as well as for the children learning from us. Know yourself and know your child. But have you asked yourself, “do I expect too much or do I expect too little?“ Unfortunately, resentment toward you and the process of learning can arise from a child who perceives that he is the “only one” having to work when “everyone else” is playing.
Struggling learners, especially, need to be watched for symptoms of being overwhelmed. The school year may have been so stressful for them that they desperately need a break. Then, as the summer nears the end, you can gradually help them ease back into the school year. Some of these students see “light” summer assignments as manageable because they can see that there is so much free time to enjoy the summer as well. Those who have recently become involved in a helpful intervention may need to continue, especially for the first summer, in order to keep the momentum. Still, the opportunity for fun and less structure is there!
Learning to tell the difference, being discerning of your own strengths and weaknesses as well as your child’s, will truly help you to then have the wisdom to decide how much is enough. So, I am not going to give specific recommendations regarding what to do and for how long each day. There are too many factors involved. But I will say, make it as “fun” as possible. For example, if you have a daily reading time (preferably for the whole family, not just the struggling learner), have them read “easy” books on topics that interest them.
Researchers have found that allowing your child to “become bored” is actually not a bad thing. It can give them the time to become creative and use their imagination, much like a toddler who explores their surroundings and makes music out of the kitchen pots and pans!
Additional resources on the subject:
The down side of no down time for kids:
Five ways a kid can benefit from being outside this summer break:
Psychologist recommend children become bored in the summer:
Finally, in the busy-ness of summer, make sure to make great family memories with vacations or day trips, and reading interesting books together as a family. We want our children to be curious and to love to learn. However, someday formal schooling will be over. Families will not. Guide your children. Love your children. Enjoy your children. My boys are now men, and we still enjoy each other. A goal worth striving for.
Write something about yourself. No need to be fancy, just an overview.