S4E24: The Battle of Education - Private vs Public

In this conversation, Juliet and Brent discuss the complexities of education, particularly focusing on the differences between private and public schools, the challenges faced by students with dyslexia, and the role of accommodations in supporting these students. They explore the ego-driven nature of some educators, the business aspect of private education, and the importance of understanding individual needs in the learning process. The discussion emphasizes the need for advocacy and awareness in navigating the educational landscape for children with learning difficulties.

 

Chapters

 

00:00 Exploring Education: Private vs Public School Dynamics

03:02 Navigating Dyslexia: Diagnosis and Accommodations

06:02 The Role of Ego in Special Education

08:48 Understanding the Business of Private Education

12:00 The Struggles of Students with Learning Disabilities

14:57 The Impact of Accommodations on Learning

18:00 The Misconceptions of Learning Disabilities

20:50 Finding the Right Support in Education

24:06 The Importance of Understanding Individual Needs

27:07 Closing Thoughts on Education and Dyslexia

 

Transcript

 

00;00;05;10 - 00;00;14;17

Speaker 1

And we're going to talk about the private and public sector of education to see how fancy I got there. I was so.

 

00;00;14;19 - 00;00;17;28

Speaker 2

You must have had a vacation. You must be well rested.

 

00;00;18;01 - 00;00;28;26

Speaker 1

I don't know about that, but I definitely, I feel lighter. I definitely needed that. I don't know if it was considered a vacation, but I kind of. It was fine.

 

00;00;28;27 - 00;00;31;05

Speaker 2

It was where I'll say it was fun. It was. It was.

 

00;00;31;05 - 00;00;31;17

Speaker 1

Very.

 

00;00;31;17 - 00;00;35;27

Speaker 2

Fun. It was away from home. Right? You know, so,

 

00;00;35;29 - 00;00;48;00

Speaker 1

I did miss a playoff game. I mean, not a playoff game, a game that was a tough game, but that was I got all the updates, and I probably would have lost my mind if I was there, so it probably was.

 

00;00;48;03 - 00;00;52;03

Speaker 2

I love when you put your parent hat on.

 

00;00;52;05 - 00;01;17;11

Speaker 1

I can't believe it's coming to an end. Like, oh, I really hope we make a long basketball run. I'd like kills me to think that like that. I'm not going to be watching mouse. I might, I don't know. But that's not why we're here. Do you want to touch base on, private school versus public school versus.

 

00;01;17;13 - 00;01;44;16

Speaker 2

Yeah, obviously, you know, private, private and public. You know, when you're a public school, you fall under the Disabilities Act. It's a federal law. So everybody falls under that Disability Act. And, you know, so five or fours IEPs, the school has to under federal law, they have to give your kid, you know, assistance. Now, is it all the things you want?

 

00;01;44;17 - 00;02;19;28

Speaker 2

You know, it may not be, but they have to. So but then in your public or. Excuse me, you go to private. They are in full control. They don't fall under that. You know, they don't fall into the Disabilities Act. They can tell you what they want, how they want and what they want. And as I always say, remember, you're always dealing with people that don't have their brain wired the same way.

 

00;02;20;01 - 00;02;42;12

Speaker 2

So you're always going to be fighting uphill battle. But when you're fighting an uphill battle with zero chance of a good ending, it's daunting. So tell us, tell us that little story that you have here. Obviously we'll leave names and states and out there, but so listeners have an understanding and we can kind of bridge from there.

 

00;02;42;15 - 00;03;08;14

Speaker 1

So I'm connected with the family that had their child tested later. So they're going in they're in freshman year and they have a family history. But it's once removed, you know. So it skips some generations. And so it was kind of like, oh, I don't know. When the child got to freshman year and it is in a private school, it was like, you know what?

 

00;03;08;14 - 00;03;22;07

Speaker 1

Things are getting a little bit more difficult. We see that they're working harder. They're still getting incredible grades, but they're working really hard. So it was like, maybe it is time, maybe it's time. So that they did get diagnosed. Dyslexia. One of the things that so.

 

00;03;22;07 - 00;03;24;14

Speaker 2

They went got tested. You had neurosurgery, right?

 

00;03;24;16 - 00;03;47;17

Speaker 1

Yep. They had a full neuro psych. And it's not it's just dyslexia. There's not the other co-morbidities. It is just strictly dyslexia. And they have worked around a lot of the ways to get out of things. But one of them is, is working really, really hard. They are in a private school. They have a good relationship.

 

00;03;47;17 - 00;03;55;15

Speaker 1

They actually are very involved in the private school. This is their last child. So I think actually three of the kids went there. One did.

 

00;03;55;15 - 00;04;02;20

Speaker 2

This for there's four siblings and this is the youngest one, so the other three didn't have any of the DS, and the youngest one, has one.

 

00;04;02;22 - 00;04;13;09

Speaker 1

Right. So, when they when she was diagnosed, she did say to the doctor, okay, that makes me feel so much better than I'm not just dumb. And that just.

 

00;04;13;10 - 00;04;28;26

Speaker 2

Declared. Who said that? The kid who? Child. Yeah. Got diagnosed. Said that to the neuro psych because that's that's something really big, right? You know, that's how we felt. That's that's how we feel. And that's the burden we put on on ourselves.

 

00;04;28;28 - 00;04;52;14

Speaker 1

And I mean, we've, you know, if you haven't listened, you can hear me talk about how I, you know, that was I didn't think I was smart enough to be dyslexic and then, you know, whatever. Anyways, so they brought in, you know, the they're, they're doing a 504 and are bringing in all the accommodations that the doctor stated.

 

00;04;52;14 - 00;05;16;02

Speaker 1

Now, the doctor is not in the same state as the school is. And they chose to go to a different doctor because one of their other child, children had they knew of this doctor from other, other things and they really respected. And he has done written tons of books. There's a lot of knowledge. And this lexia also is a big advocate for dyslexia in the way that they, you know, felt really comfortable with.

 

00;05;16;02 - 00;05;38;21

Speaker 1

So I was like, you know what? This is the doctor we're going to use. So the doctor gave all of the accommodations that this child would need to move forward as school got harder, because it's a very rigorous private school. It's a very, very hard private school. And, the head of special ed came back and said, well, this is how we do things.

 

00;05;38;23 - 00;06;06;24

Speaker 1

And it wasn't a tone of like, let's work with you. It was this tone of just ego. Nope. This is how we do things. So sorry. We can do some of what you requested. But just because this doctor feels that this is this is not how we do things here. And until we get, until we get the signature from you to state that you're going to be okay with how we run things, we're not going to move forward with anything.

 

00;06;06;27 - 00;06;38;08

Speaker 2

So let's, you know, let's clarify for the listeners. So again, they don't fall into the Disabilities Act. And this piece of paper, obviously you and I haven't read it. So I and I think you have it basically stating that you are going to follow our rules and nobody else's rules. And if you don't, you're not getting anything. And if you don't, you know, and they have the right to do that because because they don't fall on Disabilities Act.

 

00;06;38;11 - 00;07;03;08

Speaker 1

So this is where we've talked a million times. Right. That so this family I do know them. They are not they're very amazing nice do things right. Like there is not one bad bone in any of their bodies. And it's like, well wait a second. Like what's what's happening here. Right. And it's like, okay, well what is what about the kid in the chair?

 

00;07;03;08 - 00;07;24;29

Speaker 1

What about our child? I'm so confused. Like, where are things just turned here? We just sent you the information that the doctor stated, and they went back and forth on two of the accommodations that the school was like, we are not putting that in. And it's really not unreasonable. When I listened, when I spoke to the parent, I was like, wait a second, what do you mean?

 

00;07;25;02 - 00;07;47;21

Speaker 1

I was like, stood there fighting with that and I just said, that's ego. I'm gonna tell you right now they're losing sight of the child in the the kid in the chair. And this is what we talk about all the time. This is like, and as you said, private school can do that. Now. You still fight in public school because public school has this is the black and white.

 

00;07;47;21 - 00;07;56;28

Speaker 1

This is what we'll do. And it's the people that are educated that can go in and say, well, I'm going to ask for this. I'm going to ask for this and ask this. Then they have to work with you because of the Disabilities Act.

 

00;07;57;00 - 00;08;17;06

Speaker 2

This change, the word school to business. Yo, basically, you know, private sector business, right. Private school, private business. This is not a, this is a business. We need to when we have these conversations, we need to remove the word school because it is a business to them. Yep.

 

00;08;17;08 - 00;08;33;15

Speaker 1

No. And that's really smart. And if someone thinks about that private business you can do things how you want, right? If you're a public company or like in our case, you have an FDA cleared product, you have to do things in a certain realm or you can get in trouble right?

 

00;08;33;17 - 00;08;53;08

Speaker 2

You can, you can, you know, you got taxes. You got this and this and this. This falls under the exact same problem as a business, because they're coming to them saying you need to spend more money by giving, by giving my children what they need and it's business. So guess what. They don't want to.

 

00;08;53;11 - 00;09;14;19

Speaker 1

Now the thing that just makes me it saddens me I have to say like I get, I get angry. But it saddens me because this person that's ahead of the special ed, I was like the fact that this is what she's fighting on, she does not get it and she's a special ed like had a special ed like right there.

 

00;09;14;19 - 00;09;33;20

Speaker 1

How many times have I run into had a special ed or special ed teacher that's like, well, if they just try a little harder and I'm like, oh Lord, where did you get like, why does my my one question is every single time, why did you go into it? I would stop in the anything we would do and I would ask, I'm sorry, can you just give me a little background?

 

00;09;33;20 - 00;09;54;03

Speaker 1

Why did you go into special ed and I could right away? Okay, okay. This is going to be interesting because you did not go into it for the right reasons. You went into it thinking that you're going to whatever you maybe were a shitty person at some part of your life, and you're like, I'm going to feel good because I'm going to help the special ed people, and you have no clue on the way we work.

 

00;09;54;03 - 00;10;17;12

Speaker 1

But I mean, oh my gosh. So you know what? What my advice was, is do not back down. Like I don't know what it's going to look like, but do not back down. I don't know, you know, obviously because it's a private school I don't know what is going to happen. There it sucks. It's really because they lost sight again of the kid in the chair.

 

00;10;17;18 - 00;10;26;28

Speaker 1

And that's what happens every single time we, you know, and this is why we do what we do. Because it's like, hey, let's let's bring it back. Are we here?

 

00;10;27;01 - 00;10;38;23

Speaker 2

Right? And this is where, you know, all the time specially, you know, you know, teachers that ego comes up and says, this is how we do it.

 

00;10;38;26 - 00;11;03;25

Speaker 2

Well guess what? Our brain doesn't work that way. So why are we going to continue and not able not even to, to listen. But there's another data. It you said, you know, there, we do a lot of school. They're very friendly with the principal and, you know, they donate money and asset. All right. But now you really find out who your friends are, all right?

 

00;11;03;25 - 00;11;16;03

Speaker 2

They that principal may be friendly with you, right? Because you write checks. That's a typical private school. Right. And.

 

00;11;16;05 - 00;11;33;20

Speaker 2

The fact that they'll they'll fight. Right. And this is, this is not the first time we hear this all the time. Right? You know, it's a private school. It's going to be better even though you're writing on whatever size check.

 

00;11;33;22 - 00;12;04;05

Speaker 2

A lot of times it's worse because now you've handed them control. You don't have control of your kid when they walk in that room or excuse you walk in that school. They do, and they don't have dyslexia. They, you know, if they want to sit there and all schools, you know, then we'll get this. And you said earlier, even the public schools, the public business, they'll fight you on it.

 

00;12;04;08 - 00;12;35;17

Speaker 2

Because if they can win, let's just say two out of ten battles, right? They've saved money in, you know, two spots instead of why are we here? You know, who usually is working harder. And then if you're going to get most left brain people, oh, they're, you know, the kids that are, you know, 80s or 90s or A's or, you know, high end, no, they're finding it easy.

 

00;12;35;19 - 00;12;38;21

Speaker 2

It's the kids that are struggling that work the hardest.

 

00;12;38;23 - 00;13;05;10

Speaker 1

And the one thing that they were told because their child does get fairly good grades, but the child also works very, very hard is well if their grades start dropping we can talk about some of these other accommodations. And that's when I lost my shit. I was like, okay, so you're going to make the child suffer, so then you can prove your point, asshole.

 

00;13;05;12 - 00;13;16;19

Speaker 1

Asshole. That is, and not a good person. That is not someone that has a kind heart, that is not a good person. And I know I just sounded like Sesame Street or Mister Rogers, but,

 

00;13;16;21 - 00;13;17;26

Speaker 2

Mister Rogers.

 

00;13;17;29 - 00;13;18;24

Speaker 1

Who can be.

 

00;13;18;24 - 00;13;55;22

Speaker 2

Boys or girls could be girls. This little cardigan on, but that's, you know, that's what this is, is, well, you know, we've talked about this many times, you know, oh, so-and-so works hard, but there's a point when working hard is detrimental and that's cost. This kid is now a freshman. The, traumas that have already crept in for the first nine years of school is is massive.

 

00;13;55;22 - 00;14;11;15

Speaker 2

There's a reason why the statistics are, you know, dyslexics are, you know, people learning. Kids with learning disorder are individuals are three times more likely to be bullied, three times more likely commit suicide, three times more likely to be addicted, like.

 

00;14;11;17 - 00;14;30;02

Speaker 2

Why less than half of them have a job, right? Because of the traumas. Like, you know, only 60% of kids with, learning disabilities ever graduate. That's crazy. Numbers.

 

00;14;30;04 - 00;14;50;26

Speaker 1

It is crazy numbers because the kid in the chair is not. It's not about them. No, it's not, it's not like, hey, let's just dig a little deeper here. Let's make it a little easier. Now I understand I don't mean to interrupt you, but like, I understand and this is what this is, and this is what I was saying to this family, is it's the people that take advantage.

 

00;14;50;29 - 00;14;57;25

Speaker 2

Well, but here's, you know, here's the thing, and this is where.

 

00;14;57;27 - 00;15;01;23

Speaker 2

Things go wrong.

 

00;15;01;25 - 00;15;21;22

Speaker 2

Yeah. I saw a statistic, you know, people up in arms that I want to say, I think I sent it to 45% of kids in Stanford, have disabilities. Yeah. Like, oh, this is bullshit. And no more. I'm going back to your question. Is.

 

00;15;21;24 - 00;15;38;26

Speaker 2

How? Because they were able to get tested. Right. So schools where if you're going to a doctor to get a neuroscientist, can you pay that doctor off? Sure.

 

00;15;38;28 - 00;16;06;12

Speaker 2

What that doctor is now jeopardizing, right? Jeopardizing her. You know, to able to find out if something just to get extra test. So what? There's so much more that goes on with people like us that have learning disabilities. So it is it's not impossible. And there's obviously nothing, nothing impossible. But it's you got to go to great lengths.

 

00;16;06;14 - 00;16;07;07

Speaker 1

To take them it. Yeah.

 

00;16;07;09 - 00;16;19;25

Speaker 2

To, to take advantage of it where you could take advantage of it. Is that school because they going to identify or tell the teacher I'll just identify this or identify this.

 

00;16;19;28 - 00;16;40;06

Speaker 2

All right. And not diagnose. Right. So you know they can say there's people taking advantage of this always I think we could go in every scenario. Right. There's there's always some bad apples. But it's really, really, really hard in this world to take that much advantage.

 

00;16;40;08 - 00;16;57;23

Speaker 1

Right. And absolutely. And you know, I mean, going back and meaning that people that take advantage are like, you know, that whole scandal with the S.a.t.s, right? How the, the, the famous people, there was like five of them, right? They paid someone off to get like the SATs this way. So I'm not even talking about like people that truly have learning disabilities.

 

00;16;57;23 - 00;17;14;05

Speaker 1

It's the people that don't that take advantage and then like and and and doing things like that. There are other things to schools. There's times where someone's like they're trying to pull the wool over our eyes, but again, it's getting lost. It's about the kid in the chair, like, so that's what it's not a pissing match. It's not like, who has a beard?

 

00;17;14;05 - 00;17;16;16

Speaker 1

Well, no, I'm not gonna we're going to.

 

00;17;16;18 - 00;17;38;27

Speaker 2

Oh, and I still think you're full of shit. Like, because you know, the biggest thing that people that want to take advantage, they want extra time on a test. Right. Was a you can tell the difference between me and somebody else. It's not a.

 

00;17;39;00 - 00;18;04;14

Speaker 2

A slight difference. There is a whoa big difference. Right. So these schools, it's just them saying talking shit because we're not very few of us are trying to take you to get it. Take it, take advantage of it. You know, they're up in arms. You know, with that article, so many people. You know why? Because they had the money to get tested.

 

00;18;04;17 - 00;18;26;03

Speaker 2

That's why. You know, if you go to a community college, right? It comes into funds. This is what we talk about all the time, right? Those kids have the money. If you're going to Stanford to be to get a neurotic, to get that diagnosis, but you have people that are up in arms, oh my God, they're no they're not, they're actually properly diagnosed you motherfuckers.

 

00;18;26;05 - 00;18;44;15

Speaker 2

Try to pull the wall. Nice. Oh can I get five more minutes on my test. What. You'll see me trying to climb on the table. And it was funny. You know, I drove a friend. You had surgery this morning. You need, you know, both dyslexics. And he's a right, you know, slow down the, school on and we fly on.

 

00;18;44;15 - 00;18;54;21

Speaker 2

It's 5 to 7 a.m.. Is. Yeah. Please support your. See kids are going to earlier to, study is not even close.

 

00;18;54;24 - 00;19;25;00

Speaker 2

For me and somebody who's getting, let's say B's and wanting A's, you know it's it's the opposite. It's like Canadian American. Right. That's how different it is. So they they want to you know so I want I would totally go against all them. You know they're trying to pull. They're they're just again left brained people think they're smarter and don't have any understanding.

 

00;19;25;07 - 00;19;40;07

Speaker 2

And that's why I always say there's zero relate ability with half the class, every single class with the teacher. So why in God's green earth would you go there.

 

00;19;40;10 - 00;19;57;12

Speaker 1

Well the other thing is and this brings up the extra time and I saw something and I was like so I did worse with extra time. My kids, all of them were like no I don't use extra time. And there was a clip and it was on ADHD and, and extra time and it was like that is torture.

 

00;19;57;14 - 00;20;13;10

Speaker 1

Extra time is torture for kid with ADHD because what it it if you break it up, not put the extra time in the end. But if you break it up and let the kid get up and walk around and then like, let them come back and sit down, get up and walk around, not going to look for the answer.

 

00;20;13;10 - 00;20;29;22

Speaker 1

So that's not like if someone's like, well, that's when people cheat, whatever. If you give them that, that brain break, that's where the extra time would actually be beneficial. Instead of saying you get time and a half. I mean, when I had to do my SATs and I was trying to get, you know, enough to go to be, you know, play University of Maryland lacrosse.

 

00;20;29;24 - 00;20;42;08

Speaker 1

I said the first test is the one that I did the best, and that's the one I didn't have any, extra time. The rest I got worse and worse and worse as the time went on. And it was because. And it's really.

 

00;20;42;11 - 00;20;45;23

Speaker 2

Hard to test who wants to fucking sit there that long.

 

00;20;45;25 - 00;20;49;01

Speaker 1

Absolutely. Like tough.

 

00;20;49;03 - 00;21;06;14

Speaker 2

If you really want to find out if kids, right I don't. How many, how many, you know S.A.T. obviously I, I never I never took it, never thought about it. You know, fuck yourself. I'd rather jump off a bridge. But how many in, let's say, S.A.T.? How many portions are there?

 

00;21;06;17 - 00;21;08;16

Speaker 1

Well, there's the math. And there's the English. I mean.

 

00;21;08;23 - 00;21;10;12

Speaker 2

There's only two, so y.

 

00;21;10;12 - 00;21;12;28

Speaker 1

Yeah, but it's but it's it's.

 

00;21;13;00 - 00;21;17;08

Speaker 2

Why can't it be one in the morning? One in the afternoon?

 

00;21;17;10 - 00;21;20;27

Speaker 1

Yeah. I mean, because it's I guess it's because it's education.

 

00;21;21;01 - 00;21;37;21

Speaker 2

It's so dumb the brain break that you're speaking of and. All right. So now it's all right because I remember granted, I didn't do any of it when I had to write. You know, I hear it all the time. Like, you know, people having two finals in a day, like, what do we do now?

 

00;21;37;25 - 00;21;41;10

Speaker 1

But I'll be last week. Had four giant test in one day.

 

00;21;41;13 - 00;22;13;00

Speaker 2

So how are you supposed to? I don't care if you're. I'm rocket science. That's not easy. So why? You're trying to see what the kids know, what they're where they're at. Why wouldn't you break it up? All right, you know, you have whatever. I don't even know what it is, you know? Let's. Your test is at now 8 to 10 or, you know, you got two hours and then, you know, the second person portion is noon to two or whatever, you know, not math and English like, what's wrong with that?

 

00;22;13;00 - 00;22;17;10

Speaker 2

Like, you're going to sit there for four hours like.

 

00;22;17;12 - 00;22;19;12

Speaker 1

Oh it's awful, it's awful.

 

00;22;19;15 - 00;22;30;03

Speaker 2

So you again, who are they catering to. But but I find school easy right. Instead of everybody.

 

00;22;30;05 - 00;22;48;08

Speaker 1

But the other thing is like just to go back like when Montgomery was diagnosed and then later in life, you know, walking into school without before the IEP and all of that. Right. That's where people would think that we were trying to take advantage because they didn't think he had were like, there's nothing wrong with this kid.

 

00;22;48;08 - 00;23;08;02

Speaker 1

Like and and then it was like, okay, let's let's unfold it. Right. Because and I'd said, you know, they don't look at the IEPs for two weeks. Right. So Montgomery knew that two weeks, he how to charm, what to do, how to figure out, you know, what teacher he was going to be able to get. Now he would tell them like you know you're going to get my IEP.

 

00;23;08;05 - 00;23;25;23

Speaker 1

But if you can just, you know, I'm dyslexic, but I want to go to college. So whatever help you can, you know, give me and blah blah, blah, whatever he used to do in high school. But every time they were like, okay. And then they would get his IEP and I know that they were like, wait, who is this?

 

00;23;25;25 - 00;23;43;14

Speaker 1

Because it did not match the kid that they were seeing, right? They the kid that walked in just had this conversation with them. But that's his gift. So there are so many times where I would like in the beginning, when he was younger and he was in public school, where they would be like, okay, I mean, is it like, does he really need this?

 

00;23;43;14 - 00;24;02;01

Speaker 1

And I'd be like, absolutely. Just because he can sit and have a conversation with you and he is really smart. But the way that you're teaching and the way that school set up, it is set up for him not to succeed because it is torture. And then it would be like, oh, okay, now and then they would, then they would realize, oh, okay, oh, okay.

 

00;24;02;01 - 00;24;03;21

Speaker 1

He doesn't need these accommodations.

 

00;24;03;24 - 00;24;09;06

Speaker 2

What was your friend? What is your plan friend. Yeah. Oh, you don't look dyslexic.

 

00;24;09;08 - 00;24;12;19

Speaker 1

No, no, you don't look like there's anything wrong here.

 

00;24;12;19 - 00;24;17;29

Speaker 2

All right, so there it is. What do you mean, like.

 

00;24;18;02 - 00;24;30;07

Speaker 1

And I looked at him and he goes, oh, my God, that was so rude. Now I've had people at your event say, you're so well-spoken. I didn't like, so I don't I didn't think there was anything wrong with you. And I would be like.

 

00;24;30;10 - 00;24;32;00

Speaker 2

You know.

 

00;24;32;02 - 00;24;33;27

Speaker 1

Now there's nothing I mean, okay, we can.

 

00;24;34;04 - 00;25;04;25

Speaker 2

There's something wrong with me. I bite your tongue on that answer, but it's and that's that's the biggest thing is that there's an two ways to think. Right? And we have so many defense mechanisms that we talk with this all the time. Right. I can get you off track and, you know, on and on to a whole thing that I want you to be on before you even knowing three quarters of the time, you having no clue what I did that to you.

 

00;25;04;27 - 00;25;09;17

Speaker 2

I do what took a while for you to figure it out, but.

 

00;25;09;19 - 00;25;14;08

Speaker 1

You know, I just didn't call identity. Oh, I didn't call. I did not call you out on it.

 

00;25;14;14 - 00;25;15;07

Speaker 2

But then I had.

 

00;25;15;07 - 00;25;18;06

Speaker 1

I'd be like, I just tried it. I see what he's doing.

 

00;25;18;08 - 00;25;19;13

Speaker 2

It's called bridges.

 

00;25;19;16 - 00;25;26;18

Speaker 1

I let you I let you I let you believe that you're taking me off track, you know? But you are very you're very good at it 100%. You're very good at writing.

 

00;25;26;18 - 00;25;48;20

Speaker 2

For a reason. You know what what that's called is bridging, right? Yeah, I've heard that. Now I bridge it into something I know right now. I'll turn that question based on you or ask or or something you're intrigued on or something. Now then you completely forgot what you asked me. No, no, that's a gift or a curse, depending on what you know, what you're trying to do with it.

 

00;25;48;22 - 00;26;02;19

Speaker 1

It's. It's a huge gift. I mean, that's Montgomery with his neuro psych that the doctor in Connecticut, he goes, I have never been taken off track. Once your kid did it to me four times.

 

00;26;02;22 - 00;26;03;01

Speaker 2

Right?

 

00;26;03;02 - 00;26;12;11

Speaker 1

And I go, that's my boy. And he's like, he goes, no, he goes, I, I'm fascinated. He goes, I knew he was going to do it after the first time. And I was like, okay, I'm ready.

 

00;26;12;16 - 00;26;13;21

Speaker 2

He goes, it's. So he did.

 

00;26;13;21 - 00;26;30;19

Speaker 1

It. And and it was because Montgomery scanned the room and saw all the things that he liked, and was able to just lightly drop it at the time that he didn't want to do the test part. And and the guy goes, he goes. I literally have never seen anything like it four times, four times. And I was aware of it.

 

00;26;30;19 - 00;26;33;19

Speaker 1

And I am an educated man. And I was like, I know.

 

00;26;33;21 - 00;27;00;23

Speaker 2

So you know, you are how you always pay attention. You know, I always pay attention. I like when I'm driving. I got my I'm looking a mile ahead. Right. You know, now you walk, I walk in a room. Exactly. Scan the room. Right. Is that is there a sports flag up there? Yeah. Is there y'all? Is it a military in the corner or or marine or something or something like that, or your Bible or, you know.

 

00;27;00;25 - 00;27;22;20

Speaker 2

All right. Perfect. Now we know where to go. You know, it's it just opens the door for us to get out of things we don't want to get. And because we struggle right, and we struggle for so, so long. And, you know, a couple of conversations that I had last week, you know, you know, on the sports side, you know, I said the one guy I'm like, that's why I we got to target success.

 

00;27;22;21 - 00;27;39;27

Speaker 2

They did a great, great, great job. It's like why I'm like, just think how many times we struggled. And he's like, oh, so why would we want why would we want to continue to struggle? Let's find somewhere where it's not focused on us. But you know, it's.

 

00;27;39;29 - 00;27;45;09

Speaker 2

That's a gift, right? We are not trying to get out of breath.

 

00;27;45;11 - 00;27;46;15

Speaker 1

Not trying to get out of things.

 

00;27;46;15 - 00;27;51;06

Speaker 2

Out of things. We're trying to get out of things I wouldn't suck at.

 

00;27;51;08 - 00;27;54;15

Speaker 1

Not trying to get called out and be, you know. Oh, yeah.

 

00;27;54;15 - 00;28;18;22

Speaker 2

So math. All right, all right. Who's going to answer that hop? I just drag myself six feet under that desk. Right. You know, so, you know, private schools have control. They have full control. And, I had a bridge on this a little bit more is everybody thinks that if you're going to go to school with learning disorders, that they're going to be good.

 

00;28;18;25 - 00;28;46;03

Speaker 2

Not saying they're not, but I think nine times out of ten they don't have it. Again with dyslexia. Right. So they there's many times, you know, I had one parent I spoke to, they said, think there's a class of eight kids and they called the parent and they called the parents and said, you know, if I asked the kid first, he could ask it, answer it.

 

00;28;46;03 - 00;28;56;02

Speaker 2

Excuse me, but if I had if he used towards the end of those eight kids, he can't answer me. Can you put him on more ADHD? Most? She's not paying attention.

 

00;28;56;04 - 00;29;19;03

Speaker 2

That's right. You understand ADHD. So tell me, is there something wrong? If re asking that question to that kid, is that instead of had medicating. So I use that as an example of that's supposed to be a school about learning disorders. You're supposed to know them and you just turn to the parents and said you wanted instead of.

 

00;29;19;05 - 00;29;27;27

Speaker 2

You know, rehash the question, which sounds like it's life or death if you can't react the question to a kid and he was in grade three at this time.

 

00;29;27;29 - 00;29;28;26

Speaker 1

Oh baby.

 

00;29;28;26 - 00;29;48;00

Speaker 2

Right. But they want to go you know. So it's not just because you always remember majority of the time though, you know the years that we've known each other I we've spoken to people, we've talked to, you know, and very few teachers that we've come across.

 

00;29;48;03 - 00;30;03;01

Speaker 2

Are dyslexic. You may have ADHD but so not the fact that they're going to a school. That's for it. You have to be careful with trusting, right. And just always remember, their brain may not be in a good chance wired like ours.

 

00;30;03;03 - 00;30;20;23

Speaker 1

Listen, I am so thankful that we had a good experience because I know people that have had not. The school Montgomery went to was great. And most I mean, I think anyone that I ever talked to was like, oh my gosh. However, there are no other schools around that they didn't have that same experience. And it's.

 

00;30;20;26 - 00;30;45;21

Speaker 2

You know, and it's not here. And I'm saying, yo, it's no show you where you just it's just not because you're going there. It's going to be amazing. No, it's it's very true. Just because you're, you're stroke at a 50,000 hour check or whatever that is, it's that doesn't fix. No them understanding there's difference between, reliability and understanding and being educated in it and understanding.

 

00;30;45;23 - 00;31;01;02

Speaker 1

I'm going to leave it at that. Boom. That was good. You guys know what I say every single time. Like rate, review and share. And we will see you for next episode of Word Blindness. Dyslexia expert and.