In recent years, bills have been introduced to the Michigan Legislature that would allow homeschooling parents to enroll their children in individual classes in public schools. Detractors question if such a partnership can work.
My personal experience tells me that it is possible for homeschooling parents and public school officials to work together successfully.
Shortly after my daughter Mary’s fifth birthday, at the urging of my family physician, I contacted my local school district and told them about her speech difficulties. Despite my reservations, the doctor assured me that this was the best route for Mary.
I was told to wait until Mary entered kindergarten the following year. They explained that at that time, her teacher would notice her problem and refer her for special education activities. I explained that my child would not be attending public school. I was then told that private school teachers would also follow the same procedure.
No, no, I explained, my children are homeschooled. With that, the voice on the other end of the phone told me to forget about speech therapy for now and call back when Mary was 7.
Persistence Pays Off
My daughter’s speech was very difficult to understand, which was frustrating for her and everyone who loved her. I was not willing to put off speech therapy, so I asked for a supervisor. I was told that their department was booked with testing through the end of the school year and that I could have Mary tested at the beginning of the next school year. Still dissatisfied, I asked to speak to her supervisor. Though usually a passive person, I insisted on help for my child.
After several weeks, I received a phone call. There was an opening in the testing schedule, and my daughter would be tested the very next week. I was ecstatic. My daughter would receive the help that she needed.
Testing the Waters
I arrived at the testing center with four children in tow. There was a waiting area made available, with toys to keep the children busy. There was some tension between the administrators and me at first, unsure of what to expect from the other.
I assured them I was willing to do whatever was necessary to get my daughter the help she required and would not insist on in-home therapy. They reassured me that the extensive testing that they were performing (testing in several academic areas in addition to speech capabilities) was necessary.
After Mary left, I sat down to read the book that I brought. But it soon became apparent that my children, ages 7, 3 and 1, were not going to sit quietly with their hands in their laps. I put my book away and got on the floor to play with them. We read stories, played cars and built towering cities with building blocks.
My 7-year-old’s buildings kept falling down. I explained to him that he needed to build a good foundation first if his buildings were to stay intact. My son is a natural philosopher and soon we were talking about foundations in our lives and how we cannot expect to live fruitfully if we do not first build a strong spiritual foundation.
In what seemed like no time at all, Mary returned from her testing. The tension that filled our first encounter was completely gone and the testers told me that I did have a bright child whose only deficit was severe speech difficulties. We scheduled a meeting the next week to discuss the complete results of Mary’s tests.
Building Bridges
As my husband and I sat down with the administrators the next week, the department head looked and us and said, “After you left last week, Mrs. Wittmann, we talked about you for the rest of the afternoon.” I immediately thought the worst and wondered if I had disciplined too harshly. What could I have done wrong?
But she said: “If all homeschoolers are like you, everyone should homeschool.” My husband and I almost fell out of our chairs. She explained that since the waiting area was in a cubicle, everyone could hear our conversation. My simple act of getting on the floor with my children, explaining the meaning of a foundation, and then using the word foundation throughout our conversation that afternoon, impressed her.
Working Together
Mary was scheduled to begin speech therapy at the beginning of the next school year. We were to take her to our neighborhood public elementary once a week where she would spend 20 minutes with a speech teacher. Then the teacher would spend 10 minutes with me, telling me how to reinforce Mary’s lessons throughout the week.
This arrangement has worked beautifully for the past three years. Mary’s teacher often tells her that she is her favorite student; I can see that she truly cares for her. And Mary loves working with her. I think the teacher appreciates that I make time to work with Mary throughout the week in enforcing lessons learned. And I have come to appreciate the dedication of the Lansing Public School educators.
In May 2001, Mary graduated from speech therapy. She speaks now in a beautiful voice that is easy to understand.
So is it possible for home educators and public educators to work together? Yes, I think it is.
Maureen Wittmann is a mom and freelance writer.