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Navigating the Journey of Dyslexia Advocacy

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October is Learning Disabilities Awareness Month—a dedicated time to raise community awareness about learning disabilities and provide support for all children.

While awareness is crucial, parents of children with dyslexia are intimately familiar with their children’s day-to-day struggles. For these parents, another “A” word holds even greater power—advocacy.

As a parent, no one understands your child better than you do. In advocating for your child’s needs, it’s essential to recognize your unique role and the importance of being their strongest advocate. This blog will guide you through the process of advocating for your child with dyslexia, offering valuable insights, tips, and key information.

  1. Know Your Child’s Rights Under the Individuals with Disabilities Act (IDEA):

Under the Individuals with Disabilities Act (IDEA), our nation’s special education law, children and their parents or guardians are guaranteed certain protections and rights. Once your child is identified as having a qualifying disability, schools are legally obligated to provide special education services. IDEA also grants parents procedural safeguards, ensuring they are informed and have a voice in every aspect of their child’s special education evaluation and IEP (Individualized Education Program) process. It’s crucial to understand these rights and the associated documentation thoroughly. Don’t hesitate to seek clarification before signing any documents.

  1. Stay Organized with a Binder:

An essential aspect of effective advocacy is staying organized. Maintain a binder containing all relevant documentation about your child’s diagnosis and evaluations. This should include test results, doctor’s notes, educator’s observations, report cards, writing samples, and academic skill data. This binder keeps essential documents organized and records progress and communication with your child’s educational team.

  1. Be Prepared for Special Education Meetings:

Being well-prepared for special education meetings is paramount. Your seat at the table matters because you know your child best. Prepare questions in advance and be ready to speak up if answers aren’t clear. Meetings often move swiftly, so don’t hesitate to request additional meetings for clarification. Taking notes during these meetings demonstrates your active involvement and commitment to your child’s special education services.

  1. Summarize and Follow Up via Email:

After special education meetings, send a summary email outlining the main discussion points and decisions. This ensures everyone is on the same page and provides an opportunity for clarification. If anything remains unclear, your email can initiate further conversation. Request follow-up meetings as needed to address any outstanding issues.

  1. Establish Clear Expectations:

Communicate with teachers about your expectations, your child’s expectations, and the school’s expectations. Prevent miscommunication and surprises by setting honest, positive, and realistic expectations for your child’s success. Maintain objectivity when receiving feedback from teachers and professionals to foster productive discussions.

In conclusion, October’s Learning Disabilities Awareness Month is an excellent opportunity to underscore the importance of advocacy for children with dyslexia. As a parent, you are uniquely positioned to champion your child’s educational journey. By understanding your child’s rights, staying organized, preparing for meetings, communicating effectively, and setting clear expectations, you can be the most effective advocate for your child’s success.

Keywords: Learning Disabilities Awareness Month, dyslexia, advocacy, parents, special education, IEP, individualized education program, educational rights, communication, expectations

 

Keeping it Campy at Home

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A recent realization is coming down hard on many families right now as we move into the summer months—cancelled summer camps and other beloved outdoor activities. Due to the Covid-19 pandemic, many organizations have been forced to postpone or cancel their summer programs and events. Besides deposits, schedule changes, and other logistical obstacles, families are now left to improvise for children who have been left disappointed by these cancelled programs. Despite the fact that camps, at least in the traditional sense, won’t be happening this summer, families do not have to forego all of the activities and traditions. Below are ideas for bringing camp activities and traditions back with an at-home spin!

 

Ask for ideas

Before setting out to plan for summer camp at home, ask your kids about their favorite parts of camp. Which activities do they prefer? How do they typically spend the day? How much adult involvement do they expect? What props, supplies, or materials will they need for their activities? By asking these questions, parents can plan for activities that will truly engage children in a meaningful way. Answers to these questions will also help parents to get an idea of the vibe or type of camp that is most relevant. For instance, a soccer camp is going to be much different from a wilderness-style camp.

 

Provide a schedule

Creating structure will make the at-home camp experience feel more authentic. Since all camps, from sleepaway camps to sports-focused day camps, provide a level of structure and consistency, an outline of activities for the day or week will elevate the in-home camp experience. Parents can sketch out the week’s activities or a daily schedule on a white board or take it to the next step by printing a camp “brochure” for each camper.  Below is a sample idea for a daily camp schedule–with typical camp protocols included:

 

Time  Activity Dress
8:00-8:30

 

*Change into active wear after bfast & apply sunscreen

 Breakfast in mess hall (kitchen) *Bunk must be made prior to meal Pajamas
9:00-10:30 Neighborhood scavenger hunt Sneakers; athletic clothes
10:30-11:30 Indoor/Outdoor game time

*Choice of frisbee, cornhole, boardgame, hopscotch/jump rope challenge

 Sneakers; athletic clothes
11:30-12:30 Lunch in mess hall (kitchen)

*Must wash hands prior to meal; clean up dishes after meal
12:30-2:30

 

*Reapply sunscreen after quiet time

 Quiet time activities

*Choice of craft, baking, screen time, reading, coloring, puzzle, movie

 Comfy clothes
2:30-3:30 Water time

*Choice of water balloon toss, sprinkler time, slip n’ slide, pool or water table, squirt gun fight

 Swimsuit; towel
3:30-4:00 Snack time Dry clothes
4:00-5:30 Backyard obstacle course Sneakers; athletic clothes
6:00-7:00 Family dinner in mess hall (kitchen) *Must wash hands prior to meal; rotating schedule of campers setting the table Apron for kitchen helper
7:00-7:30

*Apply bug spray

 Stack firewood/gather kindling for campfire
7:30-9:00 Campfire s’mores; spooky stories; star gazing Sweatshirts (possibly)

 

Of course, activities and times will vary depending on camper preferences and family schedules, but this sample provides a simple outline for parents to structure their at-home camp. This will require a bit of preparation and planning, but once the plan is in place and materials are gathered, older children (7+ years) could ideally run the activities themselves.

Another option is to share the schedule with other families in the neighborhood so that each house can get in on the fun. This also allows parents to divvy up the work, kind of like a progressive dinner, but with camp activities. An important consideration if hosting for the neighborhood—TRIPLE CHECK with parents about any allergies, food restrictions, medications needed (epi-pen), or health concerns that might impact a camper’s participation in outdoor/physical activities.

Curb Your Words: Remedies for Foul Language

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For preschoolers and early elementary-age children, “bad words” might range from potty language and/or bodily function-themed terms to outright curse words. In most instances, youngsters are experimenting with language from a few different angles. 1) They are likely completely unaware of what these adult curse words mean, but they are using them simply because they have heard them from someone; it’s a new term for them to try out. 2) They are preoccupied with “gross” conversations because they have witnessed the giggly or embarrassed reactions from their parents, i.e., they’re just being ornery. 3) They are experimenting with pushing boundaries and testing limits of what they can and cannot get away with saying. 

In instances when children naively blurt out a curse word, but clearly have no idea what the word means or how it is inappropriate, parents should tread lightly. Try ignoring the word this first time. A reaction, whether amusement, embarrassment, or outrage could inadvertently reinforce the behavior. If your child uses the word again, it’s time to have a brief but firm conversation. Explain to him that those sorts of words are inappropriate and unkind. Firmly state that he should not use them anytime. 

If your child says something hurtful to or about someone else, explain how unkind comments can really upset others. Social-emotional skills are still developing at this early age, so empathy needs to be explicitly taught. Ask your child how she would feel if someone called her “ugly” or “dumb.” Segue to a conversation about appropriate ways to express feelings without name-calling. Then discuss the importance of a genuine apology when someone’s feelings are hurt. 

Make sure to practice what you preach at home. We all slip with our words, especially during emotionally intense moments. However, it is important to acknowledge your own mistake to solidify expectations at home. Correct yourself so that your child knows that rules about “bad words” apply to the whole family. With older siblings, it is especially important to have a separate conversation about setting a good example with younger brothers and sisters. Explain that, like it or not, younger siblings look up to their big brothers and sisters—so they must be careful about what they are saying and doing around impressionable siblings. 

Parents can also preemptively intervene by monitoring what children are listening to with regard to music, movies, and television. Too often, we adults are desensitized to the inappropriate nature of our favorite songs and shows. If we’re not careful, children will follow our lead and sing along to distasteful lyrics, unknowingly spouting any number of inappropriate terms. Preprogram kid-friendly radio stations and set restrictions on live and streaming TV options. Remember that sites such as YouTube can also be set with restrictions.

Assess your Child’s Reading Level

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A child’s Lexile score (or reading level) can be difficult to decipher without the use of a digital Lexile measuring tool, such as an online assessment or reading-level based program. While these programs are often used in schools and made available to teachers and reading specialists, parents might feel left in the dark when it comes to assessing their own child’s reading level. There are steps that parents can take at home, however, to somewhat narrow in on their child’s reading level—and it’s much easier than one might think!

 

Begin with decoding

Decoding is essentially one’s knowledge of or ability to translate text to speech properly by understanding letters and their relationships to sounds. Letters, combinations of letters, and syllables make specific sounds and follow specific patterns. A child may never have seen a word in print before; however, they can attempt to decode it by using their knowledge of these letter-sound relationships. The “sound it out” method that we adults are likely familiar with from our own educational experiences as kids is essentially the rough practice of decoding.

 

A simple at-home assessment, like the San Diego Quick Check or another equivalent test that gauges reading ability, can help determine at which grade level a child is reading. As its name suggests, the assessment is quick and easy to administer. Children will read a list of words out of context, using only their ability to decode to read them aloud. The number of errors in the list or series indicates the rough instructional reading level.

 

Vocabulary check

After selecting a book that suits the child’s reading level, parents can encourage active reading and listening by implementing the 5-finger method. As a good rule of thumb, no pun intended, the 5-finger method involves reading one page at a time, and asking the child to put a finger down any time that they are held up by an unknown word. If one page of the book contains 5 words that prove too difficult, the book overall is probably too difficult.

 

Another way to assess children’s vocabulary is to ask them to brainstorm synonyms and antonyms, but not in a high-pressure, quiz-like way. As your child reads, ask her if she can think of another way to say the basic words on the page, like happy, shiny, smart, play, run, etc. If she struggles, help her out by naming your own synonyms. This practice helps new readers slowly accumulate new, more specific vocabulary.

 

Comprehension check

To continue checking your child’s reading level, parents will want to hone in on comprehension as well—not just the phonics side of reading. Your child may be pronouncing words and sentences fluently, but reading for understanding is a whole other facet. As you and your child read, pause every few pages to discuss what is going on in the story. Prompt them by asking questions like this:

 

  • Where are the characters?
  • What are they doing there?
  • Have they faced any challenges, problems, issues, or difficulties?
  • What do you think will happen next?
  • Who do you think the main character is?

 

 

For older elementary readers, ask them if they can summarize the story at the end, or help them review the most significant parts of the story. Also, if possible, encourage a conversation about theme by asking what the character might have learned throughout the story.

 

Proactive Absences

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Absences from school, whether due to illnesses or other circumstances, can disrupt a student’s academic routine. Additionally, as absences accumulate, students often experience stress due to missing work, growing to-do lists, and missed instruction. While some absences are unavoidable, there are strategies that students and families can employ to reduce the negative impact that absences might cause.

 

  • If possible, parents should let the school know about upcoming absences, especially if the absences are going to span over several days. For middle and high schoolers, parents can contact the attendance secretary or their child’s guidance counselor. These points of contact can quickly pass on the information to all of the student’s teachers so that everyone is aware of the upcoming absence.
  • Parents and/or students should let teachers know of absences well in advance when possible. Surgeries, orthodontist appointments, vacations, etc., are often scheduled farther in advance. The sooner teachers are made aware of the upcoming absence, the more likely they will be able to organize work for the days that the student will miss. This allows students to keep up with the work as opposed to playing catch-up upon their return.
  • Utilize online resources, such as Google Classroom, class websites, and school portals. Nowadays, teachers are posting everything from extra handouts, copies of the homework, and PDFs of class texts, to entire lessons and PowerPoints online for students and families to access from home. If students are well and able to complete work from home during an absence, encourage them to use online resources to keep up with the coursework. Remember, specific questions, especially from a student who has missed class recently, are highly encouraged; teachers are thrilled to see students being proactive and accountable for their schoolwork.
  • Especially for lengthier absences or family vacations, students may want to draft a plan for make-up work upon their return. If materials cannot be gathered in advance, ask teachers about setting up work sessions during lunch, or before and after-school tutoring, upon return.
  • For middle and high schoolers, who will likely need to arrange several sessions with multiple teachers across multiple content areas, set a weekly goal for work completion to keep it on track. Make sure that goals are realistic: if a student has been out for a week, it is unlikely that he will be able to complete all missing assignments over one lunch period.
  • Students should avoid putting too much pressure on themselves, as that can foster stress and result in procrastination. However, they also must try to be diligent about the make-up work to avoid digging themselves into a hole if schoolwork begins to pile up to an insurmountable degree.
  • Prioritize the make-up work so that the most critical assignments are accounted for first. For extreme illnesses or surgeries, counselors and administrators may decide to “excuse” students from small tasks, like homework assignments or practices. As long as a student can demonstrate mastery on major assignments, assessments, and tasks, the smaller items may be removed from the workload.

504 vs. IEP for Parents

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Individualized Education Plans (IEP) and 504 Plans, while similar in that they support students’ needs, are also quite different when it comes to how they support students and how they are implemented within the school system. Below is a useful outline to help parents, educators, and children differentiate between the two services.

EXPLANATION 504 IEP
In simple terms, what is each plan? An educational outline designed to help students access their learning in school An educational outline designed to map out a student’s special education experiences throughout their schooling
How does each plan work? For students with disabilities or major health impairments, a 504 provides specific modifications or accommodations so that learning is not impeded or interfered with For students with at least one of the specific learning disabilities listed in Individuals with Disabilities Education Act (IDEA), an IEP guarantees specialized modifications, accommodations, and instructional services so that learning obstacles are removed
Who qualifies according to the law? A child with a disability, health condition, or medical need that substantially limits or interferes with a student’s daily life functioning qualifies for a 504 under Section 504 of the Rehabilitation Act A child with a specific learning disability listed in IDEA, including attention difficulties, is affected to the point that their learning needs cannot be met in the general education system alone. A student qualifies under the Individuals with Disabilities Education Act
How does the evaluation work in schools? Students must be evaluated and diagnosed by a professional, but parents typically must acquire the diagnosis on their own Students must be evaluated and diagnosed with a documented learning disability that affects their success in a general education classroom. Students can be evaluated by the school’s psychologist or request a private, outside evaluation
Who has a hand in the creation of each plan? The guidelines for the 504 are less restrictive; typically the parents, teachers, any special educators who are familiar with the child, administration create the plan Legally, the creation of an IEP is more specific, and usually includes the parents, one or more of the child’s general education teachers, a school psychologist or private specialist at the request of the parents, the child’s special education case manager, and usually the schools special education department head
What are the key aspects of each plan? Again, a 504 plan is the less restrictive of the two; it will typically include a list of accommodations, classroom or instructional modifications, health care instructions or details, and how teachers and other school personnel will implement and track the student’s progress Since the IEP is a signed, legal document, it is more extensive; it will include past and current academic data points, test scores, evaluation findings, and any other cognitive, behavioral, or social test results. Based on these score reports and teacher reports, the IEP team will draft academic, social, and/or behavioral goals for the student to work towards. The plan will also include how the progress will be measured/assessed, which instructional and testing accommodations will be used, and supplementary aides and services that the school will provide with the help of the special education department. Finally, the IEP plan will include details about the frequency of the accommodations and how the student will participate in standardized testing.

How to Manage Testing Time: For Elementary Students

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With spring break here, the focus for many parents, students, and teachers alike is on the welcomed vacation from the daily grind. No matter the brevity, spring break allows families to rejuvenate and reconnect right before the final stretch of the school year.

Yet, as much as many students would like to avoid the topic, spring break also signifies the soon-to-be start of the testing season. The weeks leading up to and during testing can be rather stressful for students. However, there are strategies that parents and teachers can use to help younger learners prepare for and thrive during these tests without becoming overwhelmed by stress or pressure.

  • Testing can be especially stressful and even anxiety-producing for young students. Their desire to do well, outperform their peers, or surpass a previous score could create unnecessary pressure. To combat nerves, teachers and parents should focus on reassuring students of their successes beyond a simple test score. Talk about how a test score is simply one data point—it does not invalidate a child’s previous accomplishment or dictate the possibility of any future accomplishment.

  • Instead of focusing on reaching a specific score, hitting a certain benchmark, or creating unnecessary competition among peers, help young elementary schoolers set goals for growth or practice positive test-taking habits. Help children by setting goals like aiming to get adequate sleep, eating a healthy, filling breakfast, and spending some time exercising each day—these are positive habits that can help motivate students in the right direction while taking the focus off of the grade or score.

  • Discuss the true purpose of a standardized test and, in turn, remove some of the burden from elementary schoolers. Of course, parents and teachers do not want to convey the message that these exams do not matter; however, we can ease the anxiety by reminding children that a test score is meant to provide data for the school—it is not meant to target or torment the children that may happen to underperform. Again, keep them focused on aspects or contributors that they can control, like sleep, nutrition, self-motivation, and positivity.

  • Parents and teachers can help elementary schoolers by providing them with several different test-taking strategies or tips. Since children in elementary school are just beginning to get a taste of exams or standardized tests, they are likely less familiar with all of the different strategies and practices that they can employ during a lengthy assessment. Encourage them to use the following skills:

    • Tell them they should consider reading the questions first so that they know what they are to be looking out for ahead of beginning the reading or excerpt.
    • Encourage students to take their time when working through the assessment. If they are concerned about running out of time, skip difficult questions or sections and answer the easiest questions first. This will not only help students to knock out portions of the assessment, but it will give them a dose of motivation, self-assurance, and positivity in knowing that some of their answers came easily.
    • Have children practice eliminating answer options that they know are incorrect. This practice helps to remove the distractibility factor that multiple choice questions can have.
    • Teachers should tell students ahead of time that they will provide time updates or occasional countdowns during testing so that students can gauge how diligently they are working throughout the exam. A time check not only tells students how much time is remaining in the session, but also allows students to modify their work pace. This information helps students complete all questions and take more time reading carefully and checking answers if necessary.

How to Manage Testing Time: For Middle School Students

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This time of year can be met with mixed emotions from students. Yes, spring break is on the here, which gives students, parents, and teachers a brief, but much-needed reprieve from the stressful school day.

Yet spring is also the time in which schools are gearing up for testing season. For middle schoolers, these tests may include benchmark assessments to gauge math and reading growth, like Map-M and Map-R. Middle schoolers will also be taking the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment. Because of the “high-stakes” mentality associated with these sorts of exams, the weeks leading up to and during testing can be rather stressful for students, parents, and teachers. However, there are strategies that parents and teachers can use to help middle school learners prepare for and thrive during these tests without becoming overwhelmed by stress or pressure.

  • Remind middle schoolers of strategies and routines that are within their control. Test-taking can be stressful due to the uncertainty and lack of control. To boost confidence and instill beneficial practices, talk to students about how they can put their best foot forward before even sitting down to take the exam.
    • Jumpstart their day with a healthy, filling breakfast that will keep middle schoolers fueled through the morning. Parents and teachers may want to consider providing students with a small snack during testing to keep the hunger edge off. Check with the school about their protocol for snacks while testing and consider packing a water bottle with your child as well. Hunger and thirst can be major distractions when it comes to learning, so a little pick-me-up might go a long way with keeping middle schoolers motivated and attentive during a morning of testing.
    • For any number of reasons, likely technology-related stimuli, middle schoolers are getting less and less sleep these days. Breaking poor sleeping habits can take a while before the body truly adjusts to a new schedule. Take action early by encouraging middle schoolers to adhere to a 7-8 hour sleep schedule leading up to assessment week. A regular sleep and wake time helps the body adjust to a healthy circadian rhythm, which will stave off any fatigue and keep students alert and focused during testing.
    • Think positive thoughts. Remind students that a test is simply one indicator of learning. And while we would like middle schoolers to take their testing seriously, we do not want them to be consumed with anxiety and stress. The mantra “do your best, forget the rest” helps learners to focus more on genuine effort and less on perfection or final scores.

  • Annotating is a practice that middle schoolers have probably been honing throughout the school year. Obviously, close reading and analytical thinking skills are beneficial across content areas—annotating is a practice that students are completing in science, history, English, and even math. Additionally, close reading and annotating can greatly help students during assessments as well.
  • A helpful strategy is to provide students with practices in which they annotate test questions, text excerpts, and written response prompts. The key is to help students identify what a question, answer option, or prompt is truly asking. By highlighting key words, breaking down questions, or rephrasing questions, students are better able to focus their thinking.

  • Parents should also remind middle schoolers about any 504 or IEP accommodations that they should be granted for testing. Some assessments, like PARCC, do not allow for certain accommodations; however, accommodations apply during other tests. Parents, children, and teachers must be on the same page when it comes to testing accommodations for major exams or standardized tests. When in doubt, ask—this way children know what to expect on exam day and are not thrown off by a possible lack of accommodations.

Family Team Time

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It will come as no shock to most parents that a significant amount of time per week is spent running children from point A to point B and back again. What may be shocking, however, are the actual statistics surrounding the average family’s carpooling and chauffeuring routine. Research shows that, by the time children reach adulthood, parents will have spent almost 200 days behind the wheel running their kids from place to place.

Now, as much as educators, parents, and students embrace the notion of extracurricular activities, there are alternative ways to shape interests, take part in cooperative learning, build relationships, and experience new things. Perhaps it is time to consider putting a halt to the daily grind—with family team time.

Not to spoil the concept of extracurricular activities—as a teacher, I know that extracurriculars can truly changes students’ lives—but there are also some factors to consider when it comes to the many activities that children participate in. Clubs, sports, camps, classes—all of these activities add up, both monetarily and in terms of time commitments. For families with multiple children, the desire to keep kids consistently “doing” can prove to be a costly, time-consuming, and even stressful undertaking. Family team time, substituting extracurriculars with engaging family activities, could be a great alternative to try this winter. Simply put, family team time is anything that the family does together for enjoyment. Below are options to try in place of signing up for another round of extracurricular activities this winter

  • Considering our proximity to D.C.’s many museums, theaters, and other cultural hubs, there are countless engaging options for your family to experience together this winter. Especially as the holidays approach, options will be plentiful: festivals, concerts, plays, ballets, and other performances. Consider taking in a show, visiting a museum, or simply touring the neighborhood’s Christmas lights. Plan ahead by checking Groupon and other sites for deals on attractions, discounted events and performances, and student rates. Museum visits are a great free option to explore art and history with the whole gang—not to mention, they are a great place to escape from the bitter winter weather while still stretching your legs. 
  • Afternoon matinees can prove to be a wonderfully inexpensive way to get the family together for a few hours of entertainment. Another option is to have a weekly family book club, in which every member of the family reads the same book. Once a week, make some popcorn, get comfy in the living room, and discuss the recently read chapters. Once everyone has finished the book, consider renting the movie version, as many young adult and family novels have been adapted to film. After the movie, encourage a mock-film study, in which you talk about how the movie and the book are similar or different, and which one each person preferred. Then, allow someone else to choose the next novel/movie combination. Keep the weekly book talks going until everyone has had the chance to select a novel for the family. To save money, consider checking books out at the local library or purchase used books online. For struggling readers, consider an e-book or audiobook version so that children can follow along while listening to the book aloud. 
  • Ice skating, bowling, or an afternoon at the trampoline park can provide much-needed exercise when cabin fever starts to hit in the winter months. As opposed to chauffeuring each child from activity to activity, family team time allows for one trip, to one agreed-upon activity, all together as a family. Want to stay in? Try a competitive Top Chef-inspired cooking challenge, in which each member chooses a flavorful pancake topping, unique pizza toppings, or quesadilla fillings. An impartial blind taste tester is all you need to settle the sibling rivalry or family food feud! 
  • As opposed to hustling from game, to recital, to playdate on a busy weekend, consider volunteering as a family. Clean out the toy room and closets to donate to children in need. These gestures show children that the holidays are not only about receiving, but also giving. Decide as a family to demonstrate the spirit of giving by helping out at an animal shelter, soup kitchen, book drive, etc. After volunteering, discuss each family member’s favorite moment of the day—what was the best part of volunteering? What did you learn?   

This season, take a break from the constant flurry of extracurricular activity and give your family the gift of time together.

Equity

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Equity, as far as the Oxford English Dictionary is concerned, is defined as “the quality of being fair or impartial.” Simple enough, right? Yet, at home with children and teens, the concept will probably require further conversation to teach kids not only what equity means, but what it looks like.

One way to begin teaching children about what it means to be equitable is by teaching them what is not equitable. Contrary to what many children believe, equity and equality are not synonymous. By this, we mean that equity does not signify that everyone receives the same thing, whether that be treatment, assistance, gifts, awards, allowance, etc. Instead, equity means that everyone receives the same level of what they need. Again, this concept could be difficult for children to grasp, especially when fairness becomes a point of contention.

When parents need to put the focus on equity, not equality, they can begin by explaining the reason behind certain parental decisions. For example, Alex is 6 years old and Abe is 16 years old. Both boys perform chores around the house for an allowance. However, because the stark age difference significantly distinguishes each child’s ability to perform certain chores, tasks and allowances will not be equal—but they will be equitable. Let’s look at the details: Alex, the 6-year-old, feeds the fish, sorts his laundry, and helps put groceries away. For these age-appropriate tasks, Alex receives $5 a week as his allowance. This amount is enough for Alex to buy a book at the school book fair, which he desperately wants.

Now Abe, the 16-year-old, completes chores for the family, as well. Since Abe is older, he is trusted with the responsibility of walking the dog every evening, mowing the lawn, and helping clean up after dinner. For these tasks Abe receives $30 per week, which he puts towards gas money. While this example is hypothetical, a scenario like this makes sense for explaining equity. Abe and Alex are both contributing to household chores. However, the level of work, and therefore the level of pay, differs to suit each boy’s needs.

Another way to explain equity to children is to use an example that they have likely encountered in every parking lot—the handicapped parking spot. Much like the school accommodations for students with special needs, handicap parking is an accommodation to ensure equity for drivers with disabilities. Obviously, handicap parking spaces are not equal to all of the other spots—they are much closer, more convenient, and sometimes larger. However, equality among parking spaces would mean that the parking lot is inequitable for drivers with special needs. Remember, children need to realize that equity involves everyone getting what they need. An able-bodied person does not need to park closest to the entryway of a building, but a handicapped person does. The designated spaces ensure that they receive what they need, which in this case is an unobstructed parking space that is close in proximity to where they are going.

Key takeaways for children and teens is that fairness, equality, and equity are not synonymous terms. Equity revolves around each person’s individual needs and circumstances. Remind your children that we may not be aware of a person’s individual needs. Therefore, if it appears that someone else is getting “special treatment,” consider the obstacles, limitations, or other factors that may be at play. What appears to be unequal is often equity at work.