Cheryl Swope's Blog, page 5
May 7, 2019
CPH & Lutheran Homeschoolers
Over the past seven years we have attempted to assist CPH, the publishing arm of the Lutheran Church Missouri Synod, to serve families who homeschool. We have accomplished this largely by compiling long lists of requests from in-the-trenches Lutheran homeschooling families! This article serves as an overview of these attempts.
Timeline:
At a CCLE conference in 2012 then-director of LCMS School Ministry, Bill Cochran, told me that the LCMS wanted to better serve homeschooling families and asked for my help. I had been leading sessions on Lutheran homeschooling at CCLE conferences.
In early 2013 we began with a meeting at the LCMS International Center in St. Louis. The meeting consisted of Bill Cochran and Rev. Bart Day who, at the time, led National Missions for the LCMS.
In May of that year I met with Bill Cochran, Dr. Rodney Rathmann, then-CPH exec at the LCMS International Center, and the upcoming director of LCMS School Ministry, Terry Schmidt. These were my notes to CPH at that time. LCMS School Ministry heartily supported these efforts. I surveyed the 150 Lutheran homeschoolers on our CCLE Homeschool group and shared these thoughts:
MEETING #1
May 24, 2013 prepared for: Dr. William Cochran, Dr. Rodney Rathmann
Notes from 150+ Lutheran Homeschooling Families on CCLE’s Homeschool Discussion Group
Gathered and shared by Cheryl Swope, M.Ed.
From the Homeschoolers: Thank you to CPH for your desire to help homeschooling families! We hope to continue in these discussions for the benefit of CPH, our Lutheran schools, our Lutheran congregations, and our Lutheran families.
Our Most Appreciated CPH Resources Available Today
Thank you for continuing to produce such strong materials for teaching the Lutheran faith. Distinctively Lutheran resources, such as the books and CD’s we would find nowhere else, are the reasons we most appreciate our Synod’s own publishing house! Please continue to provide these excellent materials for families and consider including all of these under the CPH website “homeschool” search:
A Bible History and workbook
A Child’s Garden of Bible Stories, A. Gross
Concordia’s Complete Bible Handbook for Students
Colors I See in Church, Things I See in Church (J. Stiegemeyer) AND All Julie Stiegemeyer books!
Everyday Life in Bible Times
Follow and Do Series (change the title – Six Chief Parts for Little Ones), Joni Walker
Hero of the Faith series
Hymns for All Saints series of CD’s
Inside the Reformation
Listening to Luther Catechism CD, Hymns
Lutheran Service Book
Lutheran Study Bible (ESV)
Luther’s Small Catechism with Explanation
My First Catechism and Workbook
One Hundred Bible Stories
Reading the Psalms with Luther
Sing the Faith Catechism CD and Songbook
The Story Bible
To All Eternity
Treasury of Daily Prayer & CD
Worshiping with the Angels and Archangels, Ordering Our Days in His Peace, Behold the Lamb
Simple Ways for CPH to Become “Homeschool Friendly” & Increase Sales (Almost) Immediately
Create a Clear Homeschool or Family Section of Resources – in website and catalog
Currently only 9 miscellaneous resources appear with a “homeschool” search on CPH website. (All of the above CPH resources could be listed right now for these families!) Currently no clear Homeschool tab appears on website. Even if listed under either Education or Family (or both), these could be better organized for efficient purchase by homeschoolers.
Group Best Resources by Age of Child, not by alphabet – in website and catalog
Currently resources on website appear alphabetically – Bible Maps, Bible Plush Pals…. Homeschoolers will purchase more resources as they search quickly by age, but might not have the time to search ten pages of varied alphabetized products to try to determine everything available for children in the desired age group.
Emphasize Quality over Quantity, even (especially) for children
Produce the good, the true, and the beautiful; avoid the “cartoonish”. See list of our Lutheran homeschoolers’ appreciated and preferred CPH resources. Example: The Story Bible, one of our group’s favorite CPH resources for children.
Invest in Proven Teaching Methods (vs. experimental or trendy) with Solid Content
Incorporate memory work and substantive content in materials designed to teach Bible history, church history, hymns, the liturgy, the Holy Scriptures, and the Confessions to children. Integrate such pedagogical approaches to create supplements to existing CPH resources.
5. Create Flash Cards for Teaching the Small Catechism and Church History
See Veritas Press history cards, www.veritaspress.com, Memoria Press art cards or Famous Men of Rome cards, www.memoriapress.com, or Old & New Testament cards, www.lutherancatechesis.org for popular examples.
6. Offer a Sign-Up “Bubble” for Homeschoolers (or Families) on the Website
Send e-newsletters with CPH Materials (music, books for adult study, books for children, devotionals) available according to Season of the Church Year
7. Consider Homeschool versions of best Sunday School or Day School resources (w/inexpensive homeschool teacher’s guide)
8. Add a statement of appreciation for all Lutheran families who take seriously their duty to teach the Christian faith in the home (need not limit to “homeschooler”) and place this
In Catalog – in every issue
On Website (under Education) – permanently
In Store – permanently or during Lutheran Schools Week
“CPH recognizes the dedicated families in our Lutheran congregations who desire to bring strong academics and Lutheran catechesis to their baptized children.”
Requested Resources in Print Form or Digital
From the Lutheran homeschoolers: Thank you for the opportunity to share our requests!
If time and funding permit, please consider producing any of the following materials for Lutheran homeschoolers, day schools, and families in congregations:
German curriculum with translation texts from Lutherans
Latin curriculum (grammar school to upper levels) to include ecclesiastical Latin and historic Latin texts for translation
Greek curriculum to fill gap between learning Greek letters and reading New Testament Greek with sequentially challenging Greek texts for translation
Old and New Testament K-8 books with emphasis on catechesis, memory work, Bible readings, incorporated writings from the Church Fathers, and church history (vs. psychologized “life application”)
Lutheran Service Book keyboarding method with hymn verses for practice
Reusable curricula (worksheets or quizzes on pdf or CD) for multi-age use, rather than consumable workbooks
Homeschool editions with affordable Teacher’s Guides to include index and answer keys
Additions to the “Hero of the Faith” series! Ideas: saints, Church Fathers
Consider “Time of our Faith” with important events in church history
Consider “Literature of the Faith” for 4th grade -12th grade with selections from Luther, Chemnitz, church fathers
Consider “Music and Art of the Faith” with sacred music, sacred art; composers and artists
Downloadable booklets on How Lutheran Congregations Can Support Lutheran Homeschoolers (announcing hymns in advance for singing in the home; providing
Please consider reviving as a “Legacy Collection” those who appreciate treasured resources from our Lutheran heritage:
Feltboard figures from older CPH Sunday School materials
Bible story picture cards from older CPH Sunday School materials
Our Songs of Praise (1954)
Mouseprints (old AAL stories to teach the church year to young children)
The Children’s Hymnal (1951)
The Church through the Ages (1954), Roth & Kramer
Memory Book for Lutheran Schools (1944, but in ESV) OR Voyages Memory Book K-8
Reading primer (CPH, 1916) with psalms, poems
Thank you for the opportunity!
Cheryl Swope, M.Ed., Simply Classical: A Beautiful Education for Any Child with Foreword by Dr. Gene Edward Veith
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MEETING #2
In May 2017 I met with CPH, this time with a cadre of ten individuals at the St. Louis CPH building. At this meeting CPH announced that it would begin an education blog specifically for homeschoolers. CPH also stated that, among other things, several free teaching guides would be created just for homeschoolers. CPH created a specific Homeschool drop-down option on the CPH website!
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MEETING #3
In May 2018 after monthly communications 2017-2018, I met again with CPH, this time with a cadre of six individuals at the St. Louis CPH building. We discussed progress on goals. To date we had created several teaching guides for homeschoolers, posted several CPH blog posts about homeschooling, and shared names of dozens of eager, capable homeschool writers to create curriculum. I polled the 1000+ families within LCMS Homeschoolers on FB with these compiled responses:
I. Favorites – More Like This, Please!
-“My First Hymnal”
-“Worshiping with the Angels and Archangels.”
–https://music.cph.org/2017-18-family-devotions-guide.
-We’ve been using the “Children’s Garden of Bible Stories” and the corresponding workbooks and have been enjoying them.
-We also love the “Color and Wonder” books!
II. General Requests
A. Free Shipping!
1. Or at least if you spend a certain amount. So many times I want to order but end up not, because shipping is prohibitive.
2. Or a prime type pay shipping once for the year!
3. I often shop elsewhere for a similar product just because CPH has no free shipping option.
4. I ordered when I got a special free shipping if you spend a certain amount but then didn’t get free shipping because it only counted for things in that particular sales catalog…it was just irritating.
B. Improve Website!
1. I think, as a whole, there are some AMAZING resources available through CPH, but they can be difficult to find even if you know what you’re looking for, and completely impossible to find if you don’t know the exact title.
2. Make best resources clearly available. (For example, I LOVE LOVE LOVE “My First Hymnal” and “Worshiping with the Angels and Archangels.” I love https://music.cph.org/2017-18-family-devotions-guide.) I want more resources like these without having to hunt through obscure links or old bookmarks!
C. Affirm Homeschooling as Education
1. Encourage CPH to see that our homeschooling is Lutheran education.
2. Do not define homeschoolers but understand they represent a broad spectrum.
D. Create a Lutheran Vocab List
1. A place on the CPH blog or website listing already existing Lutheran material, including Edward Naumann’s Latin Small Catechism (it has all the vocab).
2. I’d love to write a Lutheran vocabulary list with definitions that CPH could keep, and modify as needed, on its website – including liturgical words
(Mary Moerbe’s idea – she could do this)
E. Collaborative Lutheran Resources or Blog Listing Available Resources for Lutherans
1. It would be nice to see resources come together rather than CPH reinventing a new wheel – we have Wittenberg Academy, Concordia Catechetical Academy, Higher Things…rather than working independently, working collaboratively would create much stronger resources and products. Work smarter, not harder.
2. Blog with Amazing Lutheran Resources – Sometimes I think I’d like to create a blog with all LCMS resources because they’re plentiful…after I wrote this I was thinking of the art study I printed and bound from Concordia Chicago. We have so many LCMS resources already, it seems taking the overall base and THEN building from there would be beneficial. Our church body is in a wonderful position to lead the way. Thank you, Cheryl Swope for leading the way!
(Katerina Luciano’s idea – she could do this)
3. Yes, I would love to see them work with Bender to make a homeschool religion course based off of what he has already done.
4. A comprehensive, organized list or resource in which to share our ideas (especially for those who choose not to be part of social media). I’d love to see a monthly magazine with church year craft ideas, book party ideas, articles like “how to start a co-op at your church” or a featured missionary’s story and country to study. CPH could market their resources with ideas of how to use them in a homeschool environment. I often feel like I am reinventing the wheel, only to find others who feel the same way.
F. Periodical – print & digital
A LCMS homeschool periodical resource! I feel like the Lutheran homeschool pioneer in my area and with so many others, it is unnecessary. Simply periodically showcasing an LCMS homeschool family and their ideas, struggles, successes could benefit others.
G. Full homeschool curriculum
1. I’d be happy if cph came out with full homeschool curriculum but it can be set up to be used flexibly. It would make sense to start with Bible and Bible history before moving forward to other subjects.
2. I hope cph will eventually develop all subjects like many others do, so we can pick the subjects and resources we want to use.
3. have been trying to put together high school religion courses for my teen and would love something more streamlined from CPH. Topics/themes like church history, Christian living and worldview, vocation, liturgical living through the church year, lutheran doctrine, geography of Biblical times.
There are lots of resources that CPH has for each of these topics. A separate curriculum, while awesome, wouldn’t necessarily be essential. Creating a curriculum plan that utilizes existing resources and lays out a plan for how to go through the materials and suggestions for activities and assignments. (Anna Born’s idea)
4. SCOPE & SEQUENCE! These books available to homeschoolers is nice, but it seems to be a lot of random resources that we need to go through and figure out what to do with. What does CPH see as the scope and sequence of a Bible curriculum from K-12 and what are the resources that fit into that curriculum? In order for it to be considered a ‘curriculum,” I need to understand the plan of what I am teaching and what will be covered over my children’s years at home. Then I can see if that fits with my goals for them or if I want to supplement other materials.
5. Not Common Core
H. Table of Contents in Books with Sample pages!
1. Add table of contents and sample pages to their homeschool friendly books.
2. Even if too late for the book itself, place these on the website.
III. Requests for Specific Resources
A. Individual Hymn Supplements
1. I would love an option to buy hymn accompaniments individually. I love having the accompaniments through the My First Hymnal recordings and I completely support the price of Concordia Organist CD set but I can’t drop $700 for the whole hymnal. I could, however, spend a dollar or even a few dollars to buy each hymn or liturgy as we need it as an mp3. I know the My First Hymnal tracks are available on amazon is individual mp3s. I’d love to see that for the rest of the hymns and ideally for the whole hymnal.
2. Hymns are high on our list too! As Emily and Jayme suggested, both playable for young learners and accessible for the family to listen to at home. My $700 for the Organist set hasn’t ever made the final homeschool budget either
B. Hymn Books for Lutheran Piano Students
1. Hymnal accompaniment for young learners. An update that reflects LSB choices would be great.
2. Lutheran hymns for beginning piano students.
C. Biblical Studies all grades
1. Biblical commentaries meant for kids. A very detailed set of books that goes through all 66 books of the bible but at a kids (first through sixth grade) level.
2. Complete homeschool curriculum available to by as a set or individually. A Bible study series including studies for prek-high school that is NOT a devotional and not a Bible storybook. Discussion questions, language and history studies included when appropriate. Cut and paste crafts and coloring sheets should not be the main activities to complement a child’s Bible study. The lessons should be 15-20mins long for younger grades and a bit longer for older students.
3. A bible and small catechism curriculum that includes increasingly difficult memory work and bible readings that have them read through an easy reader bible in elementary and NIV, NASB, ESV, or KJV in middle and high school. Ideally, they would read through the bible 3 times and have increasing depth.
4. What about a teacher’s guide and/or (reproducible) workbooks with copywork, dictation, and narration exercises from Scripture, catechism, hymns and Confessions? I know we can mine these resources ourselves, and we often prefer that, but there are seasons of life/children where being able to grab a scripted resource and/or a workbook and just get it done would be a relief.
Dr. Gene Veith and Joanna Hensley (wife to Lutheran pastor in Australia) helped with writing a full curriculum for another publisher.
D. Science – CREATION
1. Creation-based!
2. Yes, creation! Why must we depend on people that may have differing approaches to theology to make the materials we use?
3. It is ridiculous that the LCMS schools largely just use secular science materials and that the synod does not have ANYTHING for the schools in this area to the point that LCMS trained teachers have no idea how to teach the topic (in some cases).
E. Things I See in Church, Colors I See in Church
Note: We have had MANY requests to bring these little books back!
F. Catechism, Guides, Resources for Parents of Young Children – not limited to homeschooling
1. Some sort of guide for using the Catachism with young ones would be great.
2. a parents division of CPH. There’s a kids section there’s a teachers section there’s pastors and music sections, but there’s nothing specifically for parents trying to teach their children at home. Just doesn’t even have to be homeschooling. Everybody just says use the small catechism. But honestly that’s a lazy response. CPH spend tootles of dollars making books for everything from women’s devotionals and Bible studies to kids stories to pastoral helps. Why can’t they have a series of books specifically designed to instruct parents how to best teach their children about the truths of the Catechism, the truth of the Scriptures? As a denomination we heart on how it’s the parents responsibility to teach their children about the faith. I agree, it’s a biblical principle. But with this being the case I find it almost criminal that there’s been no significant attention to providing support to parents in achieving this task.
2. I’ve also looked and not found much appropriate. There’s Lutheranism 101 for kids, lots of Bible stories books, and a children’s version of the small catechism. They have their limitations and don’t really cover all ages in a way that’s helpful for long-term, in-depth education.
3. A version of the Treasury of Daily Prayer, but written with families with young children in mind. I know many Lutheran School Teachers who struggle with finding with meaty enough devotions for use with kids. The My Devotions seems pretty weak anymore. Something meaty, but still accessible for use with kids.
G. Church History & Bios for Children – More like Heroes of Faith!
1. Lutheran “readers” on great Lutherans as well as influential people such as John Calvin, John Wesley, but from a Lutheran understanding.
2. I would love a curriculum for teaching elementary age children church history, or history in general with a Lutheran understanding. I also love the ideas mentioned above about well written, living books for kids that teach church history.
3. Bible material prek-highschool that is very meaty and deeply liturgical. The current kids’ offerings are nice but they never go as deep as they should kids are smart we don’t belive in dumbing down the bible for them why are we dumbing down church history and liturgy?
4. CPH supplements to the Classical Conversations (CC) curriculum. Like timeline cards to add to the CC timeline and things like that. That sort of thing would be really helpful.
5. I like the idea of having material supplementation. Lutheran and Church History timeline cards, daily devotional or catechesis helps, etc. things that can be supplemented into any existing curriculum or replace troublesome parts of other curriculums. This would be a huge help.
6. I like the idea of lcms specific history supplements! Maybe they could be created to use with any history program with notes on when to stick them in, and extra study resources like timeline cards (moh also uses a timeline), and supplemental activities. It’s fun to think of all the possibilities.
7. More biographies of men and women who are important figures in our history would be great!
8. I would also love to see a workbook/lesson plan/teachers guide to go with the Heroes of Faith biography series.
H. Apologetics
More focus on Apologetics for *every* age. This is so vital, and so misunderstood, right now.
I. CM Curriculum
A Lutheran version of Simply Charlotte Mason would be ideal in that it would appeal across many styles of homeschoolers. They have “Workbooks” for many subjects, and books that get read along with workbooks. I think we all realize that someone has to write and create these materials, and they don’t likely have a lot of knowledge on the subject in house. So, tell us and teach us how to contribute. Many of us are educated, I am not a Lutheran educator, but I am a Historian. What would they be looking for in contributors? Shoot, I am still trying to figure out blogging, but I did start a LCMS Charlotte Mason Facebook page. I think a lot of us would like to help. I will graduate my first in the next 2 years. I am starting to get it, lol. We certainly are growing, and we are getting pickier about our materials now that there is a pretty large market and much more support. CPH is a trusted publisher even outside our synod, I think the market is there.
J. Writing Program
If CPH could offer a something like a hybrid between Progymnasmata Through the Church Year and Writing & Rhetoric at an affordable price, I would be a happy customer.
K. Bring Back Voyages
1. I would like to see them bring back some of the Voyages series, with a TE and a student workbook and memory book available. Specifically, the Church History and Contemporary Issues half semesters for middle school were excellent, as were the 5th and 6th grade Bible curricula. There is nothing wrong with the current offering, but those Voyages curricula were very meaty ones, and since catechism training is done elsewhere at our church, it was nice to have the strong Bible, history, and social issues emphases to cover at home. (My impression of the current curricula is that they focus very heavily on catechism training.) They still have the church history and contemporary issues student guides, but the TE only for the church history one. Plus I get the feeling that it’s just leftovers, not being printed anymore.
2. Yes, I love how the church history flowed right into today’s missions.
L. Home Supplement for CPH Growing in Christ
A supplement to the Growing in Christ Sunday school curriculum to use at home. So for example, the kids go to church on Sunday and learn the story of Noah. What I’m suggesting is having a curriculum for parents to expand on that story more at home. Even if it’s just all the parent notes from the student leaflets and the everyday faith family pages organized together as a download. However, I think there is an age, middle school maybe, where the “Family connections” section is no longer on the student leaflets, so this suggestion probably only works for the elementary age.
M. Saints
Resources for younger students
N. Bible Reading Notebook Based on the Lectionary
I’d like to see a Bible-reading notebooking resource like this based on the lectionary: https://www.amazon.com/dp/1433556863. Actually, that doesn’t sound too hard. Maybe I’ll make one.
O. Online Classes
Online classes, pre-recorded so that they could be self paced and parent guided. We have so many amazing theologians in our Synod. I’d love to see some who have authored books do corresponding classes for students to do as electives.
P. Topical Studies
This is a list of things I made for myself that I have been wanting to learn about more thoroughly so I could teach my children. I post it because if CPH had some reliable teacher/student modules that covered these topics and did them in with the BoC and bible it would be fabulous.
– Evolution vs Creation (informative comparisons and teachings rather than just a cursory and dismissive approach)
– Teaching the Liturgy
– Sexual ethics (for older kids that include topics on homosexuality, co-habitation, etc.)
– Women’s roles in the church
– Kid friendly but not dumbed down devotional/nightly prayer guides or materials
– Election/Free will
– Closed vs close vs open communion
(Eric Adkins’ idea)
Q. Foreign Language
1. Latin supplement for Lutheran liturgy, Lutheran prayers, Holy Scripture
2. German supplement for studies of Lutheran hymn writers, documents
R. Lutheran Vocab List/Blog
1. A place on the CPH blog listing already existing Lutheran material, including Edward Naumann’s Latin Small Catechism (it has all the vocab).
2. I’d love to write a Lutheran vocabulary list with definitions that CPH could keep, and modify as needed, on its website – including liturgical words
(Mary Moerbe’s ideas)
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MEETING #4
In May 2019 after monthly communications 2018-2019, I met with CPH, this time with only three individuals from Curriculum department at the St. Louis CPH building. Prior to this meeting I again surveyed the 1000+ families within LCMS Homeschoolers on FB and gave CPH these notes:
All entries are submitted by a member of LCMS Homeschoolers on FB, spring 2019, compiled by Cheryl Swope
LCMS Homeschoolers’ Top Requests for CPH
Renee Alarid Mosiman There needs to be books or articles in Lutheran Witness on why Lutherans should homeschool. I think so many Lutherans send their kids to public school not aware of many of the problems, whereas our Christian brothers in other churches like non-denominational see the benefits. [Offered: Interview Laura Warrick & husband.]
Sarah Nafziger Bokenewicz I would add that it would be nice to have Lutheran homeschooling respected by Lutheran schools and churches. It is possible to educate our children in the Lutheran faith at home. We are often shunned by our church school and many in the congregation, and there are no opportunities to participate in school activities without paying full tuition.
Brooke Keehl It would be awesome if they could publish some resources on how congregations and pastors can support homeschoolers. Many LCMS churches do not have enough kids to open a full time school but a weekly co-op could be a great way for the church to have a “school.” Personally, my church is in a small town and my pastor has no experience with homeschooling and why it is important compared to the progressive agendas going on in the public schools. That could be as simple as a series of blog posts and maybe a Lutheran Witness on the varieties of Lutheran education, it’s not just brick and mortar.
Sara Suhler Deepe Current high school curriculum. Old Testament. New Testament. Doctrine. Worldview. Apologetics. Something!
Stacey Sears Coffey I would like to see a Lutheran based high school Bible curriculum, for Old Testatment, New Testament, Apologetics, how Biblical principles apply in their current teen world.
Nichole Boyd I would love a Church History book for the elementary set similar to “Trial and Triumph” but from a Lutheran perspective, especially around the Reformation era. It would be great if it highlighted Lutheran Church Fathers going into modern times.
Rosie Terrell A comprehensive K-12 curriculum with Lutheran theology, history and catechism weaved throughout.
Mary J. Moerbe Literature guides to classical Christian books like Pilgrim’s Progress, Pilgrim’s Regress, Mere Christianity, and either the Book of Concord or books within the Book of Concord. They could be for junior high to high school.
Christine Jones What I would find really useful is a plan for using the published resources CPH already has. In my dream it would look something like this:
1. A scope and sequence for religious education that would help me know what my kids need to learn from preschool through high school. This would help me know what to teach, and at what age to teach it. I would like a religion plan that includes basic Bible knowledge, catechism, memory work, Church history, traditions of Lutheran worship (liturgy how’s and whys, church symbols, hymns), and real life applications of how to live as a baptized child of God with examples that are not set in a classroom.
2. An orderly structure that helps me know which resources to use for different age groups. Also, help me know what to do with those materials. (Use the Story Bible for preschoolers – early readers is useful information. A teacher’s guide set up with week long lesson plans, extra discussion questions, memory work, and application activities to go with it would make the Story Bible a truly teachable resource. Or, a student workbook and teacher’s guide of some sort to use along with higher level books like the Book of Concord.)
3. Help me find and use resources that extend what my children are learning beyond what they get from CPH Sunday school and confirmation materials. Families looking for Christian homeschool curriculum probably already send their children to Sunday school and confirmation classes. Homeschool families have the time, and solid background, to be able to explore topics slowly and thoroughly. Guides to accompany many of your resources that include extra questions, projects that require research, or more time than you might think to include with more traditional teaching materials, or lessons that may take several days to complete are perfectly doable in homeschool.
4. Help me teach all my children at the same time. I would love to see Units created with teaching guides for different topics that link resources for different ages, and provide guidance for discussion, and activities or projects that can be adapted for different ages. (Take a look at Biblioplan, a history curriculum that is set up in this way).
I know my dream is grand, but some of us are already doing these kind of things on our own. If only there was an effective way to organize all of this.
Katerina Luciano Would CPH, pretty please with sugar and a cherry on top, consider releasing another edition of My First Hymnal, with exactly the same hymns but ALL verses. Kids can do it! It’s confusing for teaching and memorizing going from that to the LSB. Added: It’s so disappointing to kids when they memorize from My First Hymnal (such as the audio CD) and the hymn doesn’t have all verses, when they catch on during the service that it’s not the same, they’re discouraged. We want to teach them to love the hymnody. All of the hymns throughout the church year that are in that book are great. Excellent selection. Let’s give our kids the full course.
Emily McDermott Library binding of The Story Bible!
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SUMMARY
At all of these meetings we attempted to impress these truths upon those attending:
Lutheran homeschoolers are dedicated to teaching the faith to their children.
Lutheran homeschoolers tend to have larger families, and they buy books!
Lutheran homeschoolers are earnest in their desire to educate their children.
Lutheran homeschoolers would appreciate support from the LCMS and specifically from CPH.
Lutheran homeschoolers would appreciate quality, faithful teaching materials from CPH.
While CPH is not currently equipped to create a full academic curriculum (with math, science, history, etc.) CPH plans to continue to supply faith instruction from early childhood onward. Homeschoolers may choose academic curricula from favorite homeschooling publishers and then supplement with the many resources for faith instruction currently available from CPH.
ACCOMPLISHMENTS!
Among numerous examples, CPH now has the following resources and messages of support:
A Teaching Guide to Hallmarks of Lutheran Identity — created for homeschoolers — see the free downloadable pdf via the link
A Homeschoolers’ Guide to Celebrating the Saints — created for homeschoolers — see the free downloadable pdf via the article
“All Is His: What I Wish I Would Have Known”
“A Day in the Life of a Homeschooling Educator”
“The Homeschooling Educator”
Bonus: New from CPH — a free downloadable set of resources for teaching the Bible within the family.
Concordia Publishing House (CPH) remains committed to serving all families, whether they choose to enroll their children in a parochial school, public school, private school, charter or cottage school, or homeschool.
Homeschoolers’ unique gifts will be commended publicly by CPH while unique needs will be supported to the greatest extent possible.
Look for more resources, more support, possibly now a stronger binding for The Story Bible, and possibly even a scope & sequence or curriculum map of CPH Homeschool-friendly resources for teaching the faith in the future!
Lutheran homeschoolers are unquestionably “on the radar” of Concordia Publishing House. May God bless all of us as we teach our children! It is always a privilege to represent such devoted families.
Cheryl
The Lord shall preserve your going out and your coming in
From this time forth, and even forevermore. — Psalm 121:8
April 16, 2019
GHC Cincy
I will be speaking April 25-27, 2019 at the Great Homeschool Convention in Cincinnati.
– Come visit me in the booth for conversation or to view the Simply Classical Curriculum with lesson plans, books, and resources.
– We now have Readiness Levels A, B, C; Primary Levels 1, 2, 3; Grammar Levels 4, 5, 6 available!
– For the first time in six years, the book Simply Classical will be available for just $15 (reg. $24.95). As time permits I would be happy to sign copies.
Simply Classical Booth
#612 in the heart of MP. When not speaking, I will be in in the booth.
Memoria Press Booth
#510-520, 611-621
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The GHC Cincy schedule has been finalized. These are my seven sessions. All are invited!
Thursday
7-8pm — Duke 207-208 — Classical Christian Education: Beautifully Defined (Swope)
Friday
11:30am-12:30pm — Jr. Ballroom C — What Good Are Labels? Understanding Your Child’s Learning Problems (Swope)
5:30-6:30pm — Jr. Ballroom D — You Can Do Better! Struggling Learners at Home (Swope)
7-8pm — Jr. Ballroom D (arrive early for a good seat) — Classical Panel: Classical Education Unhinged! — Pudewa, Perrin, Cothran, D. Kern, Reynolds, Swope
Saturday
10-11am — Jr. Ballroom AB — Classical Education & Special Needs: Three Case Studies (Swope)
1-2pm — Ballroom A — Classical Panel: Classical Education Unhinged! all new topics Pudewa, Perrin, Cothran, D. Kern, Reynolds, Swope
4-5pm — Jr. Ballroom D — Sweet Spot: Evaluating & Teaching Any Child (Swope)
If you teach from Simply Classical Curriculum, please bring your children to the booth. I LOVE meeting our Simply Classical students face to face!!
Thanks-
Cheryl
Cheryl Swope, M.Ed.
GHC Cincy
I will be speaking April 25-27, 2019 at the Great Homeschool Convention in Cincinnati.
– Come visit me in the booth for conversation or to view the Simply Classical Curriculum with lesson plans, books, and resources.
– We now have Readiness Levels A, B, C; Primary Levels 1, 2, 3; Grammar Levels 4, 5, 6 available!
– For the first time in six years, the book Simply Classical will be available for just $15 (reg. $24.95). As time permits I would be happy to sign copies.
Simply Classical Booth
#612 in the heart of MP. When not speaking, I will be in in the booth.
Memoria Press Booth
#510-520, 611-621
________________________________________
The GHC Cincy schedule has been finalized. These are my seven sessions. All are invited!
Thursday
7-8pm — Duke 207-208 — Classical Christian Education: Beautifully Defined (Swope)
Friday
11:30am-12:30pm — Jr. Ballroom C — What Good Are Labels? Understanding Your Child’s Learning Problems (Swope)
5:30-6:30pm — Jr. Ballroom D — You Can Do Better! Struggling Learners at Home (Swope)
7-8pm — Jr. Ballroom D (arrive early for a good seat) — Classical Panel: Classical Education Unhinged! — Pudewa, Perrin, Cothran, D. Kern, Reynolds, Swope
Saturday
10-11am — Jr. Ballroom AB — Classical Education & Special Needs: Three Case Studies (Swope)
1-2pm — Ballroom A — Classical Panel: Classical Education Unhinged! all new topics Pudewa, Perrin, Cothran, D. Kern, Reynolds, Swope
4-5pm — Jr. Ballroom D — Sweet Spot: Evaluating & Teaching Any Child (Swope)
If you teach from Simply Classical Curriculum, please bring your children to the booth. I LOVE meeting our Simply Classical students face to face!!
Thanks-
Cheryl
Cheryl Swope, M.Ed.
April 1, 2019
Autism Awareness: Give Children with Autism What They Really Need
April is World Autism Awareness Month, but I wonder if anyone in North America is truly unaware of autism. With a reported >120% increase in identification and 1 in 59 children in the United States currently diagnosed with autism, most of us in North America are aware. With a master’s degree in special education and K-12 lifetime teaching certifications in learning disabilities and behavior disorders, I sometimes wonder if we over-identify autism in the United States, but I never doubt that autism exists.
Autism as defined by the Diagnostic and Statistical Manual-5 (fifth edition), and summarized here, is a neurodevelopmental condition characterized by four criteria:
1) persistent difficulties in social communication and social interaction
2) restricted, repetitive patterns of behavior, interest, or activities including stereotyped movements, insistence on sameness, and restricted, fixated interests; hyper- or hypo-sensitivity to sensory input
3) These symptoms must be present early in life.
4) These symptoms must cause significant impairment.
Awareness is indeed important. Know the early warning symptoms. Know the inherent safety risks with autism. Obtain an evaluation for autism from a children’s hospital or developmental-behavioral pediatrician, so speech and language therapy, occupational and physical therapy, sensory adaptations, and effective behavior strategies can begin immediately. Early intervention can be powerful.
However, my concern as a classical Christian educator is not only with awareness, but what we do next with the children who are diagnosed.
Inclusion
I cringe when I read the word that often bubbles up whenever we attempt to categorize people: inclusion. Inclusion itself seems laudable: embracing and integrating. But we must define our terms. Inclusion of children with autism often entails enrollment into programs focused solely on “behaviors,” “life skills,” and “hands-on work,” and this can become little more than a dehumanizing, pediatric technical school.
When I see Autism Awareness placards clamoring for “inclusion” I cringe because I know that children with autism often gain access only to our failed educational experiments.
In 1975, Public Law mandated free public education for all children, including those with special needs. This seemed noble, but by the mid 1970s public education had already begun stripping itself of whatever Truth, Goodness, and Beauty remained. Right and wrong could no longer be “imposed” upon children, and devotion to the great tradition had largely disappeared as Great Books were exchanged for more popular or practical reading. Content began to be replaced with innovative methods. Recitations, memory work, Socratic teaching, fables, and even teacher-led teaching were deemed antiquated. Great art, music, historical heroes, Latin, Greek, and the great ideas in mathematics and science were replaced with more utilitarian or trendy pursuits. Cast aside in both academia and in teacher training, such staples in education became abandoned for newer and, presumably, better approaches.
Thus today, when I see Autism Awareness placards clamoring for “inclusion” I cringe because I know that children with autism often gain access only to our failed educational experiments. Like a trampled welcome mat tossed by the back door and leading only to a cluttered, disheveled garage, this weary invitation of inclusion leaves me cold.
What Can We Do?
I learned plenty from my master’s degree coursework and from clinical experience in special education, but I learned about the promise of effective education most pointedly from twin fair-headed babies who came to us at the same moment through adoption. Both of these children have autism, as I described in my book, Simply Classical: A Beautiful Education for Any Child:
“Michelle wriggled and squirmed. She craved deep contact but could not sit still long enough to enjoy being held. Her sensory system seemed to malfunction. Seemingly impervious to pain, Michelle combat-crawled into furniture and walls, banging into them as if on purpose. Nothing most toddlers would deem painful seemed to bother her, but then when we tried to remove a shirt over her head, she cried as if in agony. Language, too, appeared to be an area of difficulty….”
Her twin brother Michael had low muscle tone, difficulties speaking clearly, and a tendency to wander. He suffered from mood swings and melancholy, tantrums and rages, and he struggled to pay attention even in our homeschool tutorial setting.
Over time Michael and Michelle revealed several specific learning disabilities; low functioning memory; and, like their biological mother, severe and persistent mental illness–specifically schizophrenia, an illness that results in terrifying hallucinations, paranoid delusions, and disordered or blocked thinking. Both children, now 23, were given a classical Christian home education.
They studied Latin for years. They studied history, geography, art, music, mathematics, natural science, logic, rhetoric, and theology. We adapted to their levels but did not compromise on content. When they needed additional review, we provided simple games and multi-sensory exercises. When they could not read, we read to them. When they could not write, we broke down the task of writing into its smallest parts. (Simply Classical Writing: Step-by-Step Sentences and all of the Simply Classical Curriculum is based on this approach.)
We discovered that the steady routine and sequential learning inherent in a classical education serves the autistic mind’s need for predictability. The broad scope of a liberal arts education counters the narrow interests so common in autism. Compassion, empathy, and mercy evoked by good literature assists in the otherwise difficult challenge of considering how others think or feel. Poetry opens cognitive and linguistic doors. Enriched vocabularies bridges social gaps. Arithmetic, mathematical reasoning, music theory, geometry, and astronomy brings a sense of wonder and the stabilizing comfort of divine order.
On the way to and from therapies and doctor appointments we listened to poetry set to music, chanted Latin declensions, or heartily sang the songs that “every child should know.” At home, on trips, and when they needed to rest, we read to them Shakespeare, Dickens, and Tolkien. We had some unspeakably hard years, but we pressed on.
In compliance with state mandates, our children were tested by the children’s hospital when entering 8th grade. In some measures both children tested as post-secondary students would test. We knew this was not due to their innate abilities because earlier testing had revealed much lower scores. I knew it was not because of my own abilities, because I had taught in private special schools with rather miserable outcomes when I taught from romanticized and so-called progressive pedagogical approaches. And I had served as the inclusion coordinator among twelve elementary schools in a public school district, but we never saw such measurable results.
Is an effective education measured solely in test scores? Of course not. Yet, having taught two upper level psychometrics courses, the measurable result we saw in Michael and Michelle grabbed my attention. I knew with certainty that my children’s lives had been changed not by me, but by classical Christian education.
One Thing Needful
More important than test scores, I began to witness in my children a desire to love and serve others. Both children still reveal autism’s many symptoms. However, like all children who receive an education in the true, the good, and the beautiful, Michael and Michelle have been encouraged to live lives of service to others. Their lives are not dominated by the services done for them, as is so often the case in children and adults with learning disabilities.
In our home a classical Christian education included biblical studies, Scripture memory, singing of hymns, praying, confessing the ancient creeds, and receiving the Word and Sacraments in corporate Divine Service. Thanks be to God, the Lord has become my children’s strength and song, and He has become their salvation.
Today, my desire is for all of our children with special needs to be embraced by our classical Christian schools and home schools, whether in classrooms, small groups, or tutorial settings. We hope that our Simply Classical Curriculum may assist with this vision.
Service
Michael and Michelle will need good medical care, nutrition, and supervision for the remainder of their lives. They will also need to know they are loved, forgiven, and kept in Christ Jesus who lived, died, and rose again for them. In this truth alone they find hope amid sorrow, strength amid tribulation, and courage to love and serve others in their own trials.
Michelle now works a 4-hour shift, two days a week, as Activities Aide in a nursing home. She chats cheerfully with residents who come to the Activity Room, and she calls the Bingo numbers when they want to play. Sometimes she notices yet another elderly person who “sleeps more hours in the day.” Michelle’s voice softens as she enters such a room quietly. With a high, clear tone, she sings a lullaby, ballad, or hymn. She sings one of her favorites, “The King Shall Come When Morning Dawns,” pensively in a minor key. When I listen to her sing these verses, my soul is quieted:
The King shall come when morning dawns
And light triumphant breaks,
When beauty gilds the eastern hills
And life to joy awakes.
The King shall come when morning dawns
And light and beauty brings.
Hail, Christ the Lord! Your people pray:
Come quickly, King of kings!
From childhood Michael wanted to be a pastor, but with his many physical and mental challenges, he knew this would never be. Instead our pastor encourages Michael to serve as his “right-hand man,” a volunteer assistant to our small congregation. On icy mornings Michael spreads salt on the walkways. He greets parishioners as they enter the church. He lights the altar candles. In the evenings at home, Michael listens to audio books or theological podcasts, and he reads in his own library filled with literature and history. He still occasionally hyper-focuses or wears his clothing backward, but he says with greater contentment than I thought possible, “You know, Mom? I like my life just the way it is. I give thanks for everything God has given me.”
Before our recent Easter service, while Michelle prepared to sing in the choir, Michael rang the bell with the pull-rope from the church’s old bell tower and, with instructions well-orchestrated by the pastor, turned on all the glorious overhead lights in the nave at the perfect time to shine suddenly among the candles on the altar during the Exsultet. Sitting with my husband in the pew—and knowing how hard Michael worked to accomplish all of this to the glory of his Savior—I heard the ancient words shouted loudly and boldly as Michael tolled the bell for all to hear:
Exult, let them exult, the hosts of heaven, exult, let angel ministers of God exult, let the trumpet of salvation sound aloud our mighty King’s triumph!
As classical Christian educators we have the resources to replace the worn, trampled door mat that leads only to inclusion in impoverished, barren approaches. Let us spread our best red carpet. Through needed modifications, a classical Christian education can bring children with autism and other special needs an approach of incomparable pedagogical richness. And through Jesus Christ our Savior we can bring these children to their merciful God.
In Psalm 145 we hear, “The LORD is good to all, and his mercy is over all that he has made. All your works shall give thanks to you, O LORD, and all your saints shall bless you!” Now that is inclusion worth celebrating!
originally published by the CiRCE Institute, April 20, 2018
March 31, 2019
Autism Awareness: Give Children with Autism What They Really Need
Books
Video
Audio
Articles
Recent Articles
Faith
For Special Needs
Guest Articles
On Classical Education
Reflections
What’s New – Resources
Curriculum
Forums
Events
Special Needs
Teaching Resources
Reference Books
Organizations, Support, & Info
For Lutherans
Reviews
April is World Autism Awareness Month, but I wonder if anyone in North America is truly unaware of autism. With a reported >120% increase in identification and 1 in 59 children in the United States currently diagnosed with autism, most of us in North America are aware. With a master’s degree in special education and K-12 lifetime teaching certifications in learning disabilities and behavior disorders, I sometimes wonder if we over-identify autism in the United States, but I never doubt that autism exists.
Autism as defined by the Diagnostic and Statistical Manual-5 (fifth edition), and summarized here, is a neurodevelopmental condition characterized by four criteria:
1) persistent difficulties in social communication and social interaction
2) restricted, repetitive patterns of behavior, interest, or activities including stereotyped movements, insistence on sameness, and restricted, fixated interests; hyper- or hypo-sensitivity to sensory input
3) These symptoms must be present early in life.
4) These symptoms must cause significant impairment.
Awareness is indeed important. Know the early warning symptoms. Know the inherent safety risks with autism. Obtain an evaluation for autism from a children’s hospital or developmental-behavioral pediatrician, so speech and language therapy, occupational and physical therapy, sensory adaptations, and effective behavior strategies can begin immediately. Early intervention can be powerful.
However, my concern as a classical Christian educator is not only with awareness, but what we do next with the children who are diagnosed.
Inclusion
I cringe when I read the word that often bubbles up whenever we attempt to categorize people: inclusion. Inclusion itself seems laudable: embracing and integrating. But we must define our terms. Inclusion of children with autism often entails enrollment into programs focused solely on “behaviors,” “life skills,” and “hands-on work,” and this can become little more than a dehumanizing, pediatric technical school.
When I see Autism Awareness placards clamoring for “inclusion” I cringe because I know that children with autism often gain access only to our failed educational experiments.
In 1975, Public Law mandated free public education for all children, including those with special needs. This seemed noble, but by the mid 1970s public education had already begun stripping itself of whatever Truth, Goodness, and Beauty remained. Right and wrong could no longer be “imposed” upon children, and devotion to the great tradition had largely disappeared as Great Books were exchanged for more popular or practical reading. Content began to be replaced with innovative methods. Recitations, memory work, Socratic teaching, fables, and even teacher-led teaching were deemed antiquated. Great art, music, historical heroes, Latin, Greek, and the great ideas in mathematics and science were replaced with more utilitarian or trendy pursuits. Cast aside in both academia and in teacher training, such staples in education became abandoned for newer and, presumably, better approaches.
Thus today, when I see Autism Awareness placards clamoring for “inclusion” I cringe because I know that children with autism often gain access only to our failed educational experiments. Like a trampled welcome mat tossed by the back door and leading only to a cluttered, disheveled garage, this weary invitation of inclusion leaves me cold.
What Can We Do?
I learned plenty from my master’s degree coursework and from clinical experience in special education, but I learned about the promise of effective education most pointedly from twin fair-headed babies who came to us at the same moment through adoption. Both of these children have autism, as I described in my book, Simply Classical: A Beautiful Education for Any Child:
“Michelle wriggled and squirmed. She craved deep contact but could not sit still long enough to enjoy being held. Her sensory system seemed to malfunction. Seemingly impervious to pain, Michelle combat-crawled into furniture and walls, banging into them as if on purpose. Nothing most toddlers would deem painful seemed to bother her, but then when we tried to remove a shirt over her head, she cried as if in agony. Language, too, appeared to be an area of difficulty….”
Her twin brother Michael had low muscle tone, difficulties speaking clearly, and a tendency to wander. He suffered from mood swings and melancholy, tantrums and rages, and he struggled to pay attention even in our homeschool tutorial setting.
Over time Michael and Michelle revealed several specific learning disabilities; low functioning memory; and, like their biological mother, severe and persistent mental illness–specifically schizophrenia, an illness that results in terrifying hallucinations, paranoid delusions, and disordered or blocked thinking. Both children, now 23, were given a classical Christian home education.
They studied Latin for years. They studied history, geography, art, music, mathematics, natural science, logic, rhetoric, and theology. We adapted to their levels but did not compromise on content. When they needed additional review, we provided simple games and multi-sensory exercises. When they could not read, we read to them. When they could not write, we broke down the task of writing into its smallest parts. (Simply Classical Writing: Step-by-Step Sentences and all of the Simply Classical Curriculum is based on this approach.)
We discovered that the steady routine and sequential learning inherent in a classical education serves the autistic mind’s need for predictability. The broad scope of a liberal arts education counters the narrow interests so common in autism. Compassion, empathy, and mercy evoked by good literature assists in the otherwise difficult challenge of considering how others think or feel. Poetry opens cognitive and linguistic doors. Enriched vocabularies bridges social gaps. Arithmetic, mathematical reasoning, music theory, geometry, and astronomy brings a sense of wonder and the stabilizing comfort of divine order.
On the way to and from therapies and doctor appointments we listened to poetry set to music, chanted Latin declensions, or heartily sang the songs that “every child should know.” At home, on trips, and when they needed to rest, we read to them Shakespeare, Dickens, and Tolkien. We had some unspeakably hard years, but we pressed on.
In compliance with state mandates, our children were tested by the children’s hospital when entering 8th grade. In some measures both children tested as post-secondary students would test. We knew this was not due to their innate abilities because earlier testing had revealed much lower scores. I knew it was not because of my own abilities, because I had taught in private special schools with rather miserable outcomes when I taught from romanticized and so-called progressive pedagogical approaches. And I had served as the inclusion coordinator among twelve elementary schools in a public school district, but we never saw such measurable results.
Is an effective education measured solely in test scores? Of course not. Yet, having taught two upper level psychometrics courses, the measurable result we saw in Michael and Michelle grabbed my attention. I knew with certainty that my children’s lives had been changed not by me, but by classical Christian education.
One Thing Needful
More important than test scores, I began to witness in my children a desire to love and serve others. Both children still reveal autism’s many symptoms. However, like all children who receive an education in the true, the good, and the beautiful, Michael and Michelle have been encouraged to live lives of service to others. Their lives are not dominated by the services done for them, as is so often the case in children and adults with learning disabilities.
In our home a classical Christian education included biblical studies, Scripture memory, singing of hymns, praying, confessing the ancient creeds, and receiving the Word and Sacraments in corporate Divine Service. Thanks be to God, the Lord has become my children’s strength and song, and He has become their salvation.
Today, my desire is for all of our children with special needs to be embraced by our classical Christian schools and home schools, whether in classrooms, small groups, or tutorial settings. We hope that our Simply Classical Curriculum may assist with this vision.
Service
Michael and Michelle will need good medical care, nutrition, and supervision for the remainder of their lives. They will also need to know they are loved, forgiven, and kept in Christ Jesus who lived, died, and rose again for them. In this truth alone they find hope amid sorrow, strength amid tribulation, and courage to love and serve others in their own trials.
Michelle now works a 4-hour shift, two days a week, as Activities Aide in a nursing home. She chats cheerfully with residents who come to the Activity Room, and she calls the Bingo numbers when they want to play. Sometimes she notices yet another elderly person who “sleeps more hours in the day.” Michelle’s voice softens as she enters such a room quietly. With a high, clear tone, she sings a lullaby, ballad, or hymn. She sings one of her favorites, “The King Shall Come When Morning Dawns,” pensively in a minor key. When I listen to her sing these verses, my soul is quieted:
The King shall come when morning dawns
And light triumphant breaks,
When beauty gilds the eastern hills
And life to joy awakes.
The King shall come when morning dawns
And light and beauty brings.
Hail, Christ the Lord! Your people pray:
Come quickly, King of kings!
From childhood Michael wanted to be a pastor, but with his many physical and mental challenges, he knew this would never be. Instead our pastor encourages Michael to serve as his “right-hand man,” a volunteer assistant to our small congregation. On icy mornings Michael spreads salt on the walkways. He greets parishioners as they enter the church. He lights the altar candles. In the evenings at home, Michael listens to audio books or theological podcasts, and he reads in his own library filled with literature and history. He still occasionally hyper-focuses or wears his clothing backward, but he says with greater contentment than I thought possible, “You know, Mom? I like my life just the way it is. I give thanks for everything God has given me.”
Before our recent Easter service, while Michelle prepared to sing in the choir, Michael rang the bell with the pull-rope from the church’s old bell tower and, with instructions well-orchestrated by the pastor, turned on all the glorious overhead lights in the nave at the perfect time to shine suddenly among the candles on the altar during the Exsultet. Sitting with my husband in the pew—and knowing how hard Michael worked to accomplish all of this to the glory of his Savior—I heard the ancient words shouted loudly and boldly as Michael tolled the bell for all to hear:
Exult, let them exult, the hosts of heaven, exult, let angel ministers of God exult, let the trumpet of salvation sound aloud our mighty King’s triumph!
As classical Christian educators we have the resources to replace the worn, trampled door mat that leads only to inclusion in impoverished, barren approaches. Let us spread our best red carpet. Through needed modifications, a classical Christian education can bring children with autism and other special needs an approach of incomparable pedagogical richness. And through Jesus Christ our Savior we can bring these children to their merciful God.
In Psalm 145 we hear, “The LORD is good to all, and his mercy is over all that he has made. All your works shall give thanks to you, O LORD, and all your saints shall bless you!” Now that is inclusion worth celebrating!
originally published by the CiRCE Institute, April 20, 2018
The educational and medical information on this website is provided “as is” without any representations or warranties, express or implied. Please see the Disclaimer.
WELCOME
Books
Video
Audio
Articles
Recent Articles
Faith
For Special Needs
Guest Articles
On Classical Education
Reflections
What’s New – Resources
Curriculum
Forums
Events
Special Needs
Teaching Resources
Reference Books
Organizations, Support, & Info
For Lutherans
Reviews
March 18, 2019
Dysgraphia & Your Child: What You Need to Know
Here are some free resources that might help:
Dysgraphia
My Child Was Just Diagnosed with Dysgraphia: Now What? — Understood.org — The article itself might not be anything new for you, but if you stay on this link long enough, a pop-up window will ask if you want free weekly tips for dysgraphia by email.Strategies for Dealing with Dysgraphia – LDonline.org — This is long and involved but talks about the difference between accommodating (making modifications for him in the classroom) and remediating (addressing his learning disability, so he can learn to write, spell, and read well). We advocate for both. Understanding Dysgraphia — International Dyslexia Assn — A good summary with some strategies woven into the fact sheet.
Working with Schools
Wrightslaw.com — plenty of information on creating IEPs or 504s, and working with schools IEP vs 504 — comparison/contrast chart
A tip: In both an IEP and a 504, you may be able to request not only accommodations but also supports & services. Supports & Services to Request for your child with dysgraphia:
Occupational therapy for dysgraphiaTutoring in writing, spelling, or reading as needed An aide or paraprofessional to assist with work completion, staying on task, & making corrections prior to turning in work
Here are some for-cost resources that you might look into:
1. Cursive
NAC is the cursive program we recommend. Though not as well advertised as HWT, this has helped many children — especially boys with learning disabilities — to write well. Features: opens at the top, friendly meerkat leads the child through lessons, large font, large sizing, one letter at a time, and less “loopy” than traditional fonts. If you’re interested, you would definitely want to order this with the special Simply Classical multisensory lesson plans to help him. I can send you the link for those if you think you are interested. cherylswope@memoriapress.com
2. Writing
We have a step-by-step writing program you can do with a Bible story book to comfort & encourage him while working on writing. You could do this over the summer.Simply Classical: Step by Step Sentences, Bible edition. Here is a sample. By the end, the student is writing his own good, clear sentences with proper punctuation and capitalization.
3. Encouragement & Strategies
This is the guidebook: Simply Classical: A Beautiful Education for Any Child
4. General Resource
Helping Your Child with Language-Based Learning Disabilities: Strategies to Succeed in School and Life with Dyslexia, Dysgraphia, Dyscalculia, ADHD, and Processing Disorders is a newer book I do not have, but it looks very good to me. This might be something useful for your son — for right now and for the future.
5. Speaking
I will be at several events in 2019. This is the bio GHC features with many hyperlinks within, including a link to Michelle’s poetry books. I’m in the Classical Track and also the Special Needs Track. You would want Special Needs Track sessions for dysgraphia, whether you homeschool or “afterschool.” Aterschooling parents dedicate themselves to helping their children after school, on weekends, or over the summer.
Finally, a few tips:
Talking about him
Be sure not to speak as if “something is wrong with him” when you talk about his new diagnosis in front of him. You might say what you said to us, “We knew he was intelligent, but something was getting in the way.” Always follow it with something positive or encouraging like, “So now that we know, we’re making plans to make some changes that will help!”
Feel free to follow up if you need help with anything.
CherylSwope@memoriapress.com
Coming soon — private consultations by fee.
Cheryl Swope, M.Ed.Special Needs CoordinatorMemoria Press
author of Simply Classical: A Beautiful Education for Any Child, (Memoria Press), foreword by Dr. Gene Edward Veitheditor of Simply Classical Journal – free to subscribemoderator of Simply Classical discussion forum creator of Simply Classical Curriculum, ClassicalSpecialNeeds.comCherylSwope.com — free audio conversations, videos, and more
Disclaimer:
Any information provided by email is general information about medical
and educational conditions and treatments. The information is not advice, and
should not be treated as such.
The educational and medical information is
provided “as is” without any representations or warranties, express or implied.
Cheryl Swope and Memoria Press make no representations or warranties in relation to the information given in this email. You must not rely on the information given in any of these email conversations as an alternative to medical advice from your doctor or individualized advice from any other professional healthcare or educational provider. If you think you or your child may be suffering from any medical condition you should seek immediate medical attention.
You should never delay seeking medical or educational advice, disregard medical or educational advice, or discontinue medical or educational treatment because of any information provided in email conversations with Cheryl Swope or Memoria Press.
ReplyForward
Dysgraphia & Your Child: What You Need to Know
Here are some free resources that might help:
Dysgraphia
My Child Was Just Diagnosed with Dysgraphia: Now What? — Understood.org — The article itself might not be anything new for you, but if you stay on this link long enough, a pop-up window will ask if you want free weekly tips for dysgraphia by email.
Strategies for Dealing with Dysgraphia – LDonline.org — This is long and involved but talks about the difference between accommodating (making modifications for him in the classroom) and remediating (addressing his learning disability, so he can learn to write, spell, and read well). We advocate for both.
Understanding Dysgraphia — International Dyslexia Assn — A good summary with some strategies woven into the fact sheet.
Working with Schools
Wrightslaw.com — plenty of information on creating IEPs or 504s, and working with schools
IEP vs 504 — comparison/contrast chart
A tip: In both an IEP and a 504, you may be able to request not only accommodations but also supports & services. Supports & Services to Request for your child with dysgraphia:
Occupational therapy for dysgraphia
Tutoring in writing, spelling, or reading as needed
An aide or paraprofessional to assist with work completion, staying on task, & making corrections prior to turning in work
Here are some for-cost resources that you might look into:
1. Cursive
NAC is the cursive program we recommend. Though not as well advertised as HWT, this has helped many children — especially boys with learning disabilities — to write well. Features: opens at the top, friendly meerkat leads the child through lessons, large font, large sizing, one letter at a time, and less “loopy” than traditional fonts. If you’re interested, you would definitely want to order this with the special Simply Classical multisensory lesson plans to help him. I can send you the link for those if you think you are interested. cherylswope@memoriapress.com
2. Writing
We have a step-by-step writing program you can do with a Bible story book to comfort & encourage him while working on writing. You could do this over the summer.Simply Classical: Step by Step Sentences, Bible edition. Here is a sample. By the end, the student is writing his own good, clear sentences with proper punctuation and capitalization.
3. Encouragement & Strategies
This is the guidebook: Simply Classical: A Beautiful Education for Any Child
4. General Resource
Helping Your Child with Language-Based Learning Disabilities: Strategies to Succeed in School and Life with Dyslexia, Dysgraphia, Dyscalculia, ADHD, and Processing Disorders is a newer book I do not have, but it looks very good to me. This might be something useful for your son — for right now and for the future.
5. Speaking
I will be at several events in 2019. This is the bio GHC features with many hyperlinks within, including a link to Michelle’s poetry books. I’m in the Classical Track and also the Special Needs Track. You would want Special Needs Track sessions for dysgraphia, whether you homeschool or “afterschool.” Aterschooling parents dedicate themselves to helping their children after school, on weekends, or over the summer.
Finally, a few tips:
Talking about him
Be sure not to speak as if “something is wrong with him” when you talk about his new diagnosis in front of him. You might say what you said to us, “We knew he was intelligent, but something was getting in the way.” Always follow it with something positive or encouraging like, “So now that we know, we’re making plans to make some changes that will help!”
Feel free to follow up if you need help with anything.
CherylSwope@memoriapress.com
Coming soon — private consultations by fee.
Cheryl Swope, M.Ed.Special Needs CoordinatorMemoria Press
author of Simply Classical: A Beautiful Education for Any Child, (Memoria Press), foreword by Dr. Gene Edward Veith
editor of Simply Classical Journal – free to subscribe
moderator of Simply Classical discussion forum
creator of Simply Classical Curriculum, ClassicalSpecialNeeds.com
CherylSwope.com — free audio conversations, videos, and more
Disclaimer: Any information provided by email is general information about medical and educational conditions and treatments. The information is not advice, and should not be treated as such.
The educational and medical information is provided “as is” without any representations or warranties, express or implied. Cheryl Swope and Memoria Press make no representations or warranties in relation to the information given in this email. You must not rely on the information given in any of these email conversations as an alternative to medical advice from your doctor or individualized advice from any other professional healthcare or educational provider. If you think you or your child may be suffering from any medical condition you should seek immediate medical attention.
You should never delay seeking medical or educational advice, disregard medical or educational advice, or discontinue medical or educational treatment because of any information provided in email conversations with Cheryl Swope or Memoria Press.
March 1, 2019
Mary & Martha: A Poem from Michelle Swope
This is one of my favorites from Michelle’s second collection. As we approach Lent, I thought others might appreciate this:
Mary and Martha
God calls us to understand
How brief this life has been.
His Word, His Law He’s written
Our hearts, our souls within.
Mary, God’s good friend,
Sat and heard His teaching begin.
Martha, house to style, just then
Rudely called her sister in.
“Is it mine to serve alone
Before our Master
Feels thin like bone?”
Gently Jesus called to her:
Martha, Martha, you begin
To see what style the world is in.
Mary stays; God’s love resides.
Mary, Martha, two apart
God calls us His
Love to impart.
from God’s Harvest
February 28, 2019
Mary & Martha: A Poem from Michelle Swope
Books
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Audio
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Faith
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For Lutherans
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This is one of my favorites from Michelle’s second collection. As we approach Lent, I thought others might appreciate this:
Mary and Martha
God calls us to understand
How brief this life has been.
His Word, His Law He’s written
Our hearts, our souls within.
Mary, God’s good friend,
Sat and heard His teaching begin.
Martha, house to style, just then
Rudely called her sister in.
“Is it mine to serve alone
Before our Master
Feels thin like bone?”
Gently Jesus called to her:
Martha, Martha, you begin
To see what style the world is in.
Mary stays; God’s love resides.
Mary, Martha, two apart
God calls us His
Love to impart.
from God’s Harvest
The educational and medical information on this website is provided “as is” without any representations or warranties, express or implied. Please see the Disclaimer.
WELCOME
Books
Video
Audio
Articles
Recent Articles
Faith
For Special Needs
Guest Articles
On Classical Education
Reflections
What’s New – Resources
Curriculum
Forums
Events
Special Needs
Teaching Resources
Reference Books
Organizations, Support, & Info
For Lutherans
Reviews
February 27, 2019
A Tiara, Down Syndrome, and the Simply Classical Curriculum
My daughter wore white gloves, pearls, and a deep blue velveteen dress. Beneath a sparkling tiara and coiffed chestnut curls, Michelle floated with poise, steadied by her daddy’s arm. As each participant approached center stage of the pageant for special needs, we heard, “Clyde’s favorite food is pizza,” or “Cindy loves listening to Carrie Underwood.”
Some waved, others smiled broadly. Some looked shyly at the floor. Beaming in the spotlight, the familiar faces full of personality brought tears to our eyes.
Many of my daughter’s peers have Down syndrome. All endure challenges in some form. So do their parents. I do not know all available educational options, but I hope our new curriculum (now with 9 available levels & more on the way) will help transform and elevate educational content, as we seek to bring beautiful books, poetry, and music to children with Down Syndrome, autism, severe learning disabilities, and other special needs.
If you have not yet read the inspiring story of Kate, a little girl with Down syndrome and one of the very first to receive an education through the Simply Classical Curriculum, see this with photos from Sandbox to Socrates.
Cheryl Swope's Blog
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