The persecution of homeschooling families goes on every day in the United States where homeschooling is governed by individual states, not the federal government. In some states homeschoolers enjoy the freedom to educate their children as they see fit. In others, homeschooling is not acknowledged by state laws and left to individual interpretations. Yet in many parts of Europe, even in a country as sophisticated as Sweden, homeschooling is virtually illegal and the government is acting aggressively against homeschoolers.

You can learn more about homeschooling in Sweden and philosophies about home education on the website Free Sweden. The website was published in support of homeschool student, Domenic Johannson who was removed from his family in 2009 by Swedish social services. There are links on the website for you to help if you are interested.

Educate yourself. That’s how change can be made.

http://www.freesweden.net

Unschooling is a form of homeschooling. It is an educational philosophy. Homeschoolers are diverse as are their educational methods, not unlike schools. Unschooling is not about letting your children do “whatever” in a careless, neglectful manner. It is about non-coercion. Obviously, Ms. Kasparian at age 10 preferred television over reading a book — she wasn’t unschooled. And yes, Ms. Kasparian if an unschooled teen decides she truly wants to go to college, she will acquire the knowledge she needs to do it.

Watch the video and judge for yourself, “Unschooling vs. Homeschooling vs. Formal Education”.

Although you do bring up some very valid advantages toward homeschooling, don’t you feel that problems such as drugs are something that you cannot shield your child from for their whole life? One of the best lessons you can teach your children is how to stay away from drugs, but hiding them from it isn’t necessarily the way to do it. Eventually they will be on their own today and it is up to you as a parent to teach them “how to say no.” Also, when taking them out of a school system, you are taking away many valuable lessons that can be taught as in how to work with other people that you may necessarily not like. It can be argued that the most important things you learn in school are social rather than educational, so why keep your child from learning these valuable lessons just to shield them from something they’ll run into eventually anyways?

Many people hold such sweeping assumptions about homeschoolers and homeschooling. While personally I could provide you with facts and experiencs of my own children, that is really not the point.The perception that homeschooled children are hiding and unaffected by the rest of society is a pervasive misconception. This is a myth founded on misinformation.

Homeschoolers are not hiding but rather choosing not to participate in a system that for individual reasons they feel is not the best for their family and children.

Why assume homeschooled children are always shielded from drugs? Drugs are a part of our society whether that is desirable or not. Our children are just as much a part of the “neighborhood” as is anyone else. And like everyone else they, too, must learn how to cope and handle these pressures. They do not wear signs that say, “Drug dealers beware, I’m homeschooled!” and somehow that protects them from life’s realities.

Why believe that homeschooled children do not learn “how to say no”? As you yourself say, this is the responsibility of parents to teach them “how to say no.” If anything, I would counter that homeschooled children have had greater opportunity for instruction on how to form independent choices than those traditionally schooled.

It is perhaps the overwhelming impression that homeschooled children are somehow removed from society and thus lacking experience in social situations provided only by classrooms and school buildings that is the most erroneous. Just like everyone else, homeschooled children and families encounter people and uncomfortable social situations. Opting out of a system of mass education does not constitute removal from society as a whole.

As is stated, “…the most important things you learn in school are social rather than educational.” That is precisely the point. Homeschoolers are educating their children outside of a school system. Their children are learning and their children are not being socialized in the same way as those in brick and mortar buildings. This is what makes homeschoolers different.

Homeschoolers are very much a part of society and are a growing element in American culture. Homeschooling does not equal isolation or lack of socialization. Homeschoolers are parents asserting their rights to raise their children, including the direction of their educations both academically and socially.

This comment was posted to an article on the choice to homeschool. The editor felt the comment warranted further opportunity for discussion and placed the comment and response in a post.

As we approach college applications as homeschoolers, we are often asked to explain our choice in education. What follows is a personal essay for a particular student. I thought it might be helpful and enlightening.

Why we chose to homeschool and our homeschooling philosophy

Zack is the second of three children. His older sister attended school, affording me the opportunity to spend three plus years volunteering in the Kindergarten classroom while Zack toddled at my side and my daughter progressed through third grade. Over this period, I watched and learned how the children were taught to read and write, how mathematics was introduced. I observed firsthand the benefits children derive from school, as well as the drawbacks, in one of the top elementary schools in the City of Philadelphia.

The school environment certainly provided structure and ample intellectual and creative stimulation. However, there were also some unexpected byproducts of mass education which caused me to hesitate. This was a time when the label “ADHD” was on the upswing – children were routinely placed on drug regimens, especially boys. This troubled me. I was also alarmed by the aggressive and violent behavior displayed by young children both in the classroom and on the playground. The social ills of our society were like beacons of distress shining brightly in the schools.

Because we participated in the city’s desegregation program, we were required to indicate our school choice for Zack the year before he was to enter Kindergarten. We weighed the decision and chose to hold off on Zack’s formal education for a year. (Note: At that time, compulsory education was age eight in Pennsylvania.) We felt we could provide the needed Kindergarten education at home and one more year at home would give him added maturity to handle inner city social pressures. So, our initial decision to homeschool Zack was a temporary one. This was our first foray into homeschooling.

As the school year progressed, systemic problems within the Philadelphia Public Schools escalated. Zack’s sister experienced several years of teacher upheaval and tumult while an innovative and experienced principal was rendered powerless to alter classroom conditions due to a mighty teachers’ union and bureaucratic roadblocks – problems not isolated to a particular school, teacher or principal but virulent and endemic throughout the system. We now brought home his sister and committed to finding a better way to educate both our children.

We questioned what we were doing. How could we teach our children as we were not certified teachers ourselves? We examined and evaluated what it means to be “educated”. We concluded that reading and writing and thinking and experiences and exposure to life and discussions constituted the best education possible. We strove to cultivate not only academically competent, contributing members of society but also well-rounded individuals who would think. We lived in a city thriving with culture and diversity and it became our classroom. We utilized available resources and created new one ones to address academic, physical and social needs. Over the years we discovered homeschooling to be a viable and vibrant alternative education.

Zack’s education was dominated by an unschooling philosophy. While we used math curriculum after he conquered basic mathematical concepts, learning was largely developed around opportunity and his interests both independently and with others. Children learn from everything and we embraced this belief. We learned to let go of our own schooled experiences and to trust our son to learn. We did not coerce learning because someone said something should be learned at a certain age. We allowed Zack to develop on his own timetable.

Homeschooling in our home (though frequently outside of the house) meant being engaged in something productive – be it knitting, music, a poetry workshop, math, cooking, story writing, pottery, reading, trips to museums, group learning, imaginative play, dialogue, drawing, a history club, baseball, learning to make maple syrup, or anything else that involved thought or activity. Our son was free to choose. His education was not un-directed but self-directed, with a bit of suggestive nudging. If he was receptive, we pursued it. If he was reticent, we put it aside until another day when he was ready.

Our move to Florida caused us to revisit our decision to homeschool. Zack was now 11 years old, almost 12 and technically entering sixth grade. The public schools in our new town were touted as the best in the state. We asked Zack what he thought about going to school. His response was less than enthusiastic. He was perfectly content to learn at home. Florida also provided a new avenue for learning – an online school, Florida Virtual School (not to be confused with other similarly named virtual schools which operate very differently) with course offerings a la carte. Zack was open to testing the waters of a virtual school.

We continued to supplement his education at institutes of science, arts organizations, athletic facilities, homeschool cooperatives, musical venues, theater performances and with continued writing and reading. With time our free-choice, engage-in-something-productive education was slowly replaced by more formal learning, albeit via the computer. Now four years later, Zack chooses to pursue his high school education as a full-time, dual-enrolled student at a local college, at least for this school year. We are fortunate to reside in a state with enlightened home education laws. It makes all the difference.

In the United States, homeschooling is governed under individual state laws. Laws are not uniform across the country. Despite the growing acceptance of homeschooling as a viable educational option, many states do not have laws individually addressing home education. Therefore, it is necessary to familiarize yourself with the applicable laws in the state in which you reside.

Look for the weblinks to information about homeschooling around the world.

Everyone is invited to contribute information!

According to the Internal Revenue Service “Eligible educators include those who work at least 900 hours during a school year as a teacher, instructor, counselor, principal or aide in a public or private elementary or secondary school.”

I teach two children* – one in high school and the other in elementary school – full-time  and pay for all their educational needs including textbooks, computers, software, ink, paper, scissors, pencils, pens, and so on only by squeezing it out of our family income, without compensation from anyone.  Yet I am not eligible because the IRS adds an exception to the rule.

According to the directions included for line 23 in the 2008 1040 instruction booklet , “Qualified expenses do not include expenses for home schooling…”

I know many teachers working in classrooms who spend much more than $250 in a school-year, but it is nice to have both recognition of dedication and a financial break. I receive neither.

I am not asking anyone to subsidize my children’s education. Our family pays for these costs itself because it is our choice to homeschool. We pay federal taxes and our tax dollars go towards the education of those who attend public schools.  As a legally registered homeschooler with my state, I instruct, counsel, guide, and teach my children seven days a week for 52 weeks a year for many hours beyond 900 in an school-year.  If eligibility is based on contributing to a child’s academic learning at least 25 hours a week,**  I should be eligible.

Even a teacher’s aide in a school is entitled to this deduction.

Educators deserve this credit and so do I.

Many homeschooling families like ours lost a second income in order to provide for the education of children. We’ve made personal sacrifices to and readjusted our living standards.

While growing numbers of homeschooled children prove themselves by recognized standards of accountability (testing, college admittance, etc.) their teachers (their parents) remain unacknowledged and doubted. The federal government -via the Internal Revenue Service – has supported this position since the credit was instituted in 2003.

This disparity reeks of discrimination.

In spite of the increased visibility, trendiness and greater acceptance of homeschooling as an alternative method of educating children, homeschoolers still have not gained equal standing or recognition.

I am asking for equal treatment.

____________________________________________________________

* I have been a registered homeschooler since 1998 and taught three children until May 2009 when I graduated my oldest who now attends college.

** I took 900 hours and divided it by 9 months and divided that by 4 weeks to reach 25 hours a week.

Sometimes a reward is sufficient for my child to find self-motivation to complete required tasks. Sometimes a reward has no bearing on my child’s internal motivation and we reach a stalemate. My child simply will not do what is expected no matter what the consequences: first removal of rewards, then punitive measures. Coercion doesn’t work. I have learned this the hard way.

Since I’m the adult, I have to go back and examine why my child won’t do the work. I question what it is I am asking my child to do. I examine what exactly it my child won’t do. Is the work boring? Is the work too difficult? Is the work that I am asking my child to complete absolutely necessary for my child to tackle at this time? Why? Is there another way I can present the skills I feel necessary for my child to learn?

Often, I find that if I back off for a while or reintroduce the subject matter in a different, more creative manner we get past the hump. I don’t usually withhold rewards for extended periods of time anymore if that action is ineffectual. Instead, I allow my child to go ahead and follow the other interests because they, in themselves, are also providing learning.

My child may not be learning exactly what it is I had in mind at that time, but my child is learning what is of interest to him. There are skills my child must have in order to function in our world, but how they are learned and acquired can be adapted to my individual child’s needs. Although, I was schooled, I try to remember that children want to learn, want to please teachers and parents. And like anyone else, enjoy praise. Knowing all of this and putting it into action is a challenge of homeschooling.

There were several reasons why I thought Valerie shouldn’t attempt homeschooling. First there was the exhaustion factor. And then the fact that Valerie knew nothing about teaching. And the fact that professional teachers presumably did. Valerie didn’t like what the Philadelphia Public School System was doing with her daughter. Too much rote and not enough inspiration. Too much tedium and not enough excitement about learning. And so it started – Hannah’s education.

Telltale signs that this was happening started appearing everywhere in the house, like mushrooms after a downpour. Big maps of the United States and then the world on the living room wall. Colorful little tables with colorful little chairs on which to paint and write. Block letters of the alphabet on all sorts of surfaces.

I thought Valerie would abandon this craziness after a few months or a year at most. She didn’t. Zachary, our grandson, three years younger than Hannah, passed the admission test and was enrolled in the Valerie Drake Altman Home School. Payton was still a baby but I knew her fate was also sealed. Slowly my fears dissipated. The kids seemed to be thriving.

Homeschoolers in Philadelphia were a vibrant community of gifted people. Mothers and fathers who had experience in different undertakings contributed their experience as adjunct professors in the VDAHS. The whole city became their classroom– the Philadelphia Museum, the Academy of Natural Sciences, all sorts of craft places and theater groups. Whenever Valerie gave a party, the house was filled with parents from all walks of life with their children, socializing just fine even without having learned this in the structured environment of a formal school.

The nagging concern of how Valerie would deal with the more difficult subjects taught in high school remained. She had never taught a foreign language, science or high-school-level math.The challenge grew when the family moved to Florida because Valerie had to start up all over again with a new homeschool system. She quickly got involved and soon the kids were working with on-line teachers and not only doing high school work but some college courses as well. I’m sure I might be a little prejudiced as a proud grandfather but I think the three grandchildren are more at ease with adults and more creative in dealing with challenges than children who attend traditional schools.

Hannah has done volunteer work for the Academy of Natural Sciences in Philadelphia and the Florida Aquarium. Zachary has won a bunch of tennis and other sporting prizes. And Payton is as quietly self-assured as her mother is headstrong. So all my fears were unrealized and now I rest easily. Or almost easily. I am bracing for the day when Valerie invites us down to Florida and announces, very calmly: “Daddy, I’m going to teach Hannah to become a heart surgeon.” There’s no telling what she has planned for Payton and Zachary.

I often hear, “Oh, I could never do that! I couldn’t stand to be around my kids all day. I wouldn’t know how to teach them.”

Well, with statements like that, you’re right. You probably shouldn’t try to homeschool your children. There certainly isn’t overwhelming popular support for those parents who do choose to travel this path. So, why do it?

Do you have what it takes? What does it take? Is this the right decision? Will you harm your child and her future life? Can you assume responsibility for your child’’s education? What if you fail? (What does it mean to fail?) Self-doubt, anxiety, hesitation, pondering and questioning should accompany not only the decision to home educate, but the continuation of any home education program on some level.

It is positive to examine your resolution and to evaluate progress along the way. Ahhh, there’s that word — evaluate. Judgment. By yourself, by the school district, the legal system, family, friends, strangers, and the often state-mandated evaluator. That’’s the wonder of the human existence – the ability to judge for ourselves -to think – to make choices. To examine a given set of circumstances and produce a solution. This is how you decide. It is a resolute decision and a choice.

It is not an arbitrary selection. Home educators are a committed lot. This fact alone — that a choice is made to homeschool — is demonstrative of strong conviction and independent thinking. That in itself is a good measure toward success.

If you think you can, you can.

There are many different ways to homeschool. Homeschoolers seek out resources to meet the learning needs and styles of a child. They may be … structured (conducting a traditional school program at home using formal education) or eclectic (mixing of traditional and unschooling methods for education) or unschoolers (following child-led interests without the use of formal curriculum or coercion).

Start by thinking about what defines an education. Educate yourself by reading about homeschooling, talking to homeschoolers, seeking out support groups, finding what is already available in your community, understanding your state’s home education laws.

Decide how to implement a home education program and then you tailor it to your child. If you can’t teach your child about a particular subject, find someone who can or use the Internet or a cyberschool or buy curriculum or enroll in classes at area museums or institutes, or homeschool co-ops, or go to the library, watch videos and dvds, read books, utilize opportunities at area parks, community colleges, and so on.

You must be committed to finding a way to educate your child. Homeschoolers use any venue possible deemed appropriate to further a child’s education. Creativity, imagination and perserverance are homeschooling characteristics. It’s your choice.

That’s what homeschooling is – a choice to raise and educate your child in the way that you as a parent believe is best.