Episode 103-Dyslexia Beyond the Classroom

[00:00:00] Speaker A: Hi, I'm Maggie. [00:00:01] Speaker B: And I'm Nicole. Welcome to the DAC Dyslexia and Coffee Podcast. We're so happy you could join us. We're both moms and dyslexia interventionists who want to talk about our students and children. What dyslexia is, how it affects our kids, strategies to help and topics related to other learning disabilities will all be covered in this podcast. Parents are not alone, and we want to give voice to the concerns and struggles we are all having. This is the safe place to learn more about how to help our children grow and succeed in school and the world. Grab a cup of coffee and enjoy the conversation. [00:00:34] Speaker A: Hi, everybody. Welcome to episode 103 of Dyslexia and Coffee Podcast. We're going to start today's episode like we have every single other episode, and [00:00:46] Speaker C: that is with the concept of the week. [00:00:48] Speaker A: So the concept of the week is our opportunity as practitioners. Practitioners to kind of pull back the curtain a little bit and let everybody [00:00:56] Speaker C: into an intervention session. [00:00:58] Speaker A: So we really like to define things that either we would define with our students or their parents and caregivers. So this is where we get to [00:01:09] Speaker C: be kind of nerdy and talk definitions. [00:01:14] Speaker A: My favorite thing being nerdy, that is. [00:01:17] Speaker B: Yeah. [00:01:19] Speaker A: So today's concept of the week is spatial reasoning. So spatial reasoning is the mental ability to visualize, rotate, manipulate kind of two [00:01:34] Speaker C: and three dimensional shapes in your head. [00:01:39] Speaker B: This is very difficult for me to do. [00:01:42] Speaker C: Yes. [00:01:43] Speaker A: Right. Like this is right. Being able to kind of picture an object, rotate it. Understanding how things fit. Right. My classic example is I'm not good at spatial reasoning. I don't understand how, like, furniture fits in a room. Like, my concept of is that too big or too small for this space? I kind of have comically, none of that. And just being able to visualize how things fit together is very difficult for me. A lot of people with dyslexia, not all, but a lot of people with dyslexia actually excel in this area. And that's why so many engineers, [00:02:34] Speaker B: like, [00:02:34] Speaker A: that's something they really have to be able to do in order to understand their job. And so this one's kind of a fun one because many people with dyslexia, [00:02:45] Speaker C: spatial reasoning is a huge strength for them. [00:02:50] Speaker A: So it's fun to talk about because I'm terrible at it. [00:02:53] Speaker B: Me too. [00:02:54] Speaker A: Yeah. [00:02:55] Speaker B: Just ask my daughter, who's 13, who can build furniture and I cannot. [00:02:58] Speaker A: Oh, absolutely. [00:02:59] Speaker B: Because I can't figure out which. Right. [00:03:01] Speaker A: It's the kids that, like, open up a Lego pack and without the instructions, [00:03:05] Speaker C: just be like, that's how we do it. [00:03:07] Speaker B: Yeah. And I'm like, what? I have to, like, literally look at [00:03:12] Speaker C: each little piece and say, like, I think this is the piece that goes there. [00:03:15] Speaker B: I don't know. [00:03:16] Speaker A: Same, same. And if it's rotated in the picture, not the way I have it rotated. Can't do it, can't handle it. So it's. Yeah, it's a. It's a really important skill for obviously a variety of reasons. [00:03:32] Speaker B: Right. [00:03:33] Speaker A: There have been many times in my life that my poor spatial reasoning has been a real problem and a real barrier for me. So it's fun to talk about with our students because many of them excel in this area. And it's. Incorporating things that involve spatial reasoning into intervention is a great way to increase their abilities. [00:04:04] Speaker B: So welcome to episode 103. Sorry. I think I'm going to do that with every 100. [00:04:10] Speaker A: I think so, too. [00:04:14] Speaker B: Today's topic is dyslexia beyond the classroom. Because dyslexia is lifelong, and this means that beyond being in school, it will [00:04:24] Speaker C: also impact everyday life. [00:04:26] Speaker A: Yeah, absolutely. I mean, I think one of the classic myths surrounding dyslexia is that dyslexia [00:04:35] Speaker C: means you can't read. [00:04:37] Speaker A: Like, that's just a classic myth and misconception. And we're here to talk about dyslexia beyond reading as an academic endeavor. [00:04:51] Speaker C: Correct, Right. [00:04:53] Speaker B: So dyslexia affects how information is processed, organized, remembered, expressed, especially when speed, volume, or pressure are involved. [00:05:04] Speaker C: Absolutely. [00:05:05] Speaker B: So, like, thinking about your everyday life. [00:05:09] Speaker C: Wow. [00:05:10] Speaker B: That pressure. [00:05:11] Speaker A: Oh, absolutely. [00:05:12] Speaker C: Right. [00:05:15] Speaker A: Time pressure. [00:05:16] Speaker B: Time pressure. [00:05:17] Speaker A: Capacity pressure. [00:05:18] Speaker B: Correct. [00:05:19] Speaker C: Yeah. [00:05:19] Speaker B: Multitasking is a pressure. [00:05:23] Speaker A: Right, Absolutely. Scheduling. [00:05:25] Speaker C: Scheduling a pressure. [00:05:29] Speaker B: So let's talk about some everyday things [00:05:32] Speaker C: that might be impacted by dyslexia outside of academics. Yes, yes. [00:05:38] Speaker A: Yeah. Really talking about life skills today. [00:05:40] Speaker B: Life skills. Today the OTV is very happy because [00:05:45] Speaker C: we love life skills. [00:05:47] Speaker A: Special edmia. Also happy. This is where we reconnect. [00:05:53] Speaker B: All right, so the first thing we're [00:05:55] Speaker C: going to talk about is cooking. [00:05:58] Speaker B: Did you know that cooking is impacted by dyslexia? Well, I think this makes a lot of sense. [00:06:04] Speaker A: Right. Because it's not so much like the physical skills of can you chop an onion? [00:06:09] Speaker B: Right. [00:06:10] Speaker A: It's thinking about, if you're cooking from a recipe, you have to hold many things aside from the actual decoding involved. [00:06:23] Speaker C: Right, right. There is decoding involved. [00:06:26] Speaker B: You gotta read it, guys. [00:06:27] Speaker A: You've gotta be able to read it one [00:06:31] Speaker B: often you have to use that working memory. [00:06:34] Speaker A: You have to use the working memory. There are Abbreviations. [00:06:39] Speaker C: Right. [00:06:41] Speaker A: Cooking or recipe following. Understanding that not only do you have to decode. Understanding morphology actually very important in cooking. [00:06:57] Speaker C: Right. [00:06:57] Speaker B: So check out a previous podcast. [00:06:59] Speaker C: Right. [00:06:59] Speaker A: So morphology involves understanding where words come [00:07:02] Speaker C: from and what word parts mean. [00:07:05] Speaker A: The nature of recipes means that many words come from French etymology, which can [00:07:13] Speaker C: look very different than our traditional English etymology. [00:07:17] Speaker A: So understanding abbreviations, knowing what steps come next, setting a timer for some steps. Right. If you're supposed to saute these onions [00:07:31] Speaker C: for five minutes, Right. [00:07:34] Speaker A: What does that look like? What should they look like when you're done with that step? [00:07:39] Speaker B: And also maybe the over. Just over lines, time involved. Right. If, you know, you have people coming over at 5pm, you need to know how long that recipe is going to just in a general sense, take so that you start at an appropriate time. [00:07:56] Speaker A: Yes, yes. Because executive functioning is a thing. [00:08:02] Speaker B: Right. And dyslexia impacts executive functioning, which cooking [00:08:06] Speaker C: has a lot of those pieces in it. Yeah, for sure. [00:08:10] Speaker A: You know, and it's hidden steps. Right. Preheat the oven. [00:08:12] Speaker C: Okay. Your oven may take 10 minutes to preheat. [00:08:17] Speaker A: Mine takes 20. Right. [00:08:18] Speaker B: Mine takes almost an hour for the lower one. [00:08:21] Speaker A: For some things. [00:08:22] Speaker B: For some things. [00:08:23] Speaker C: Yeah. [00:08:24] Speaker A: So just. There's so much that goes into it that I think I often don't think about, to be honest, because listeners will know this about me. I. I love to cook, and I've been cooking since I was tiny, and my kids cook with me all the time. And this really helps me reinforce how important it is for me to keep doing that with my kids, especially my son, who does have dyslexia. [00:08:52] Speaker C: So [00:08:54] Speaker A: understanding why this skill can be impacted by dyslexia. Right. Like, yeah. It makes it all the important that [00:09:03] Speaker B: we're being express, explicit in teaching people these skills. [00:09:08] Speaker A: Right. Unless you're Nicole and happen to be married to somebody who can cook all the time. Good for Nicole. [00:09:16] Speaker B: I did marry somebody who likes to cook, although he does complain now because he would like a break every once in a while. [00:09:21] Speaker A: Yeah, yeah. Understandable. Right. [00:09:25] Speaker C: Like, you can't live your life not [00:09:27] Speaker A: being able to make simple things. Correct. Right. I like experimenting with complicated things because it's fun for me. [00:09:39] Speaker C: But being able to make pasta, like, [00:09:44] Speaker A: and I mean dry pasta. Right. Like make pasta, put some sauce in there and understand how that all works. [00:09:50] Speaker B: I can actually do that. [00:09:51] Speaker C: Yeah. [00:09:52] Speaker B: That's. [00:09:53] Speaker A: It's critical. You have to be able to feed yourself. [00:09:57] Speaker B: So understanding and understanding that if you [00:10:00] Speaker C: do something completely wrong. [00:10:02] Speaker A: Yeah. [00:10:02] Speaker B: You can make yourself or other people's fit. [00:10:05] Speaker A: Right. [00:10:05] Speaker B: You know, there's that you have to be attention. You had to attend to the task. You have to start the task, you have to end the task. [00:10:13] Speaker A: Pay attention to expiration dates. [00:10:15] Speaker B: Oh, yeah, that's the thing. [00:10:16] Speaker A: That's the thing. It's real looking at you. Lettuce. Yeah. [00:10:23] Speaker B: So cooking is a big thing. You won't even get into baking because that's even harder for our students and understanding. Right. [00:10:32] Speaker A: If you're baking something, baking involves a little bit more scientific process than the act of cooking, Although obviously there's a [00:10:44] Speaker C: lot of overlap between the two. [00:10:47] Speaker A: But often if you're baking, you may have to double or even triple a [00:10:53] Speaker B: recipe, which now we get math in there. [00:10:56] Speaker C: Right. [00:10:56] Speaker A: Now we get math in there. And so holding on to all of [00:11:00] Speaker C: those things at once, you can easily see how dyslexia can impact your ability to cook, even at a basic level, and definitely bake. So let's go to the next topic. Using today's technologies. [00:11:22] Speaker A: Yeah. [00:11:23] Speaker B: I mean, this one we could stay on for, like, hours and hours. But in general, a lot of them have policies you have to read. Right. They have things you need to sign before you sign up for something. They have directions that is written. I mean, some of them do say them out loud, but you also have to be able to process that. Right. And because dyslexia is a language diagnosis, that might be hard for you too. Right. [00:11:58] Speaker A: Often there's complex vocabulary involved. [00:12:00] Speaker C: Correct. Right. [00:12:02] Speaker A: Just thinking about just signing up for an app on your phone, think about how many steps there are. It's not as easy as it looks. [00:12:15] Speaker C: Correct. [00:12:17] Speaker B: And then they want you to input information so that you can get started [00:12:22] Speaker C: on the app, which usually there's a questionnaire. [00:12:27] Speaker A: Yes. And where things go. Where do you actually put that on the phone form. [00:12:32] Speaker C: Correct. [00:12:33] Speaker A: It's not just, can you spell your [00:12:37] Speaker C: name or know your address? [00:12:39] Speaker A: It's where does that go? [00:12:40] Speaker B: Right. [00:12:42] Speaker C: And it's not always the same. Correct. [00:12:48] Speaker A: I mean, who hasn't gotten completely frustrated and fill out a form and then you missed one of those little red asterisks and then you have to go back. [00:12:56] Speaker B: Yep. All the time. [00:12:58] Speaker C: And sometimes it's deletes your information and you have to start all over. All over. [00:13:06] Speaker A: And putting a password the same way every time. [00:13:09] Speaker C: Yeah. You're not supposed to do that for security reasons. But what do most people do to [00:13:14] Speaker B: make it easier on your working memory [00:13:16] Speaker C: and your brain is using. [00:13:19] Speaker B: We do use the same password. [00:13:21] Speaker A: But even the act of physically typing in a password for. Right, Right. [00:13:25] Speaker C: If you miss something oops oops. [00:13:28] Speaker B: You will let you in. And then unfortunately, if it makes you do the two step authorization. [00:13:33] Speaker A: Oh, my gosh. [00:13:35] Speaker B: And you have to do that 100 times. [00:13:38] Speaker C: Right. [00:13:38] Speaker A: And so, like, if that's frustrating and [00:13:41] Speaker C: there's barriers for people without dyslexia, think [00:13:45] Speaker A: about how much impact that has on somebody with dyslexia. Because even clicking on that little eyeball and revealing your little password, they may not catch that there's something off. If they're only a letter off or [00:14:01] Speaker C: they're just missing one thing. That's true. [00:14:03] Speaker A: It's much more difficult than that. [00:14:07] Speaker B: And I was also going to say, [00:14:09] Speaker C: which I think is later, but I'm [00:14:11] Speaker B: going to put it here since it's still technology. You know, those robot things. How many of us get frustrated on those? Because I literally cannot. I don't know what it is like either. I don't get all the streets. [00:14:24] Speaker C: If it's a picture one. [00:14:26] Speaker A: Yep. [00:14:27] Speaker B: And it makes you do it 500 times. Or there's letters, but they're not straight. They're like. And sometimes there are different fonts and different ways. I mean, that is hard for anybody. [00:14:39] Speaker A: Right. So you're talking about like that captcha, text or pictures. I have big opinions on that. [00:14:50] Speaker C: For people with really any degree of disability. [00:14:56] Speaker B: Right. [00:14:56] Speaker C: Those are very frustrating. [00:15:00] Speaker B: They're frustrating with that one. [00:15:03] Speaker A: They're very frustrating. [00:15:04] Speaker C: And it can be. [00:15:07] Speaker A: Sometimes it's because of complex vocabulary. There was, I mean, an example of one that frustrated me. Now, again, I don't have dyslexia, but I do have a visual impairment and it's a pretty significant visual impairment. So already I'm not real happy with those pop up. But one of them was like, you had to click on how many had a bicycle. In one of the pictures there was [00:15:37] Speaker C: a unicycle, which I couldn't tell, only [00:15:40] Speaker A: had one wheel, but I was going like, well, that's extremely frustrating because if [00:15:46] Speaker B: you have someone who doesn't know uni versus bi. [00:15:50] Speaker A: Right. [00:15:51] Speaker B: Uni means one, means two. [00:15:53] Speaker A: Exactly. [00:15:54] Speaker C: Again with the morphology coming in clutch. But they're really. [00:16:02] Speaker A: They're really frustrating. And understand seeing the letters, you know, O and 0 come on. [00:16:12] Speaker B: Right. [00:16:13] Speaker A: Often those are. [00:16:14] Speaker C: I'm always wrong on those. I'm always wrong on those. [00:16:16] Speaker A: Yeah. [00:16:17] Speaker C: So sometimes they don't have a distinguished. [00:16:21] Speaker B: Right. [00:16:21] Speaker A: So the amount of time someone with dyslexia is going to spend just trying to log into something automatically puts them behind. Exactly. At least has the potential to. I think another really overlooked aspect of [00:16:45] Speaker C: people who have dyslexia is time in general. [00:16:53] Speaker B: Yep. [00:16:54] Speaker A: Okay. Mixing up AM versus PM is a really big sticking point for people with dyslexia or really any neurodiversity. [00:17:06] Speaker C: Correct. [00:17:07] Speaker A: That can be also days of the week. Days of the week, or months. Months of the year. [00:17:14] Speaker C: That. [00:17:15] Speaker A: It's very common. I mean, it's a sequencing issue. [00:17:19] Speaker C: Correct. Which is also executive functioning. [00:17:21] Speaker A: Right. People with dyslexia often very much struggle with sequencing. [00:17:26] Speaker C: Correct. [00:17:28] Speaker A: So knowing the days of the week and being automatic with their order. Yeah. Is very difficult. The months of the year to. I know a lot of dyslexic people who has struggled, struggle so hard with March and May. Right, Right. And I'll admit, too, to sometimes being [00:17:56] Speaker C: like, oh, yeah, which one? [00:17:58] Speaker A: But having. Having an understanding of when things happen, not to mention the struggles with. One of the things I would work a lot with when I was teaching [00:18:15] Speaker C: at the high school level is when [00:18:19] Speaker A: my students were leaving high school and going to college, either tech school or university, they would come and sign up for classes, and they would sign up for classes that were like back to [00:18:31] Speaker C: back to back to back to back. [00:18:33] Speaker A: And I would say, okay, hold on. Those are in two different buildings. You didn't schedule yourself any downtime to [00:18:43] Speaker B: get from building A to building B, which might take some time. [00:18:46] Speaker A: Right. And that's something I see. Even after I was teaching at that level, I was teaching vocational training. So my job was to teach people job skills. And that was another thing. Understanding. Okay. [00:19:06] Speaker C: Yep. [00:19:07] Speaker A: If your lunch break is 30 minutes and it takes you five minutes to [00:19:15] Speaker C: get to your break room, that's part of that. [00:19:19] Speaker A: Your time to eat lunch is 20 minutes. Because five minutes to get there. You got it. You gotta set yourself up. Five minutes to get back. That's ten. [00:19:29] Speaker C: Ten minutes. Correct. [00:19:33] Speaker A: Those are things that I think are not explicitly taught, frankly, unless you're enrolled in some kind of vocational training program, which not everybody gets. [00:19:45] Speaker B: Right. [00:19:47] Speaker A: And it can be a real barrier. Right. Like the peeling back the curtain a little bit and talking about, okay, well, why is somebody five minutes late to their shift? Chronically often that person's actually there. They're on site. [00:20:01] Speaker C: They just really failed to realize they weren't at their desk. [00:20:04] Speaker A: They were at their desk. [00:20:06] Speaker C: Right. [00:20:06] Speaker A: Or they were. You know, understanding the time you start work means you're starting your day when you clock in. You don't clock in and then put your stuff away. [00:20:18] Speaker C: Right. [00:20:18] Speaker A: You got to be there before. [00:20:20] Speaker C: Yep. [00:20:22] Speaker B: And this also can impact traveling or vacations planning. Right. Because if you're having trouble with Weeks or months, how are you going to plan a vacation? [00:20:31] Speaker C: Or AM and PM Ordering your airplane [00:20:37] Speaker B: ticket if you get AM and PM wrong? [00:20:39] Speaker C: Oh yeah, oops. [00:20:41] Speaker B: You either missed it or maybe really early, depending on what you did. So I mean, it impacts a lot of different things outside of just work or school. [00:20:56] Speaker C: But like even like finding like if you're taking a bus, you kind of [00:21:02] Speaker B: need to know when the bus is coming and when to be at that stop. [00:21:06] Speaker C: And it's also, you know, something that, [00:21:09] Speaker A: and the added layer of the state stated bus time. Usually like a typical city bus situation is they have about like three minutes on either side of the state of time. So understanding well, it could be three [00:21:23] Speaker C: minutes early and could be three minutes [00:21:25] Speaker A: late because maybe three minutes late and they're not waiting around for you. [00:21:28] Speaker B: Nope. So you are not the most important. You are not. [00:21:32] Speaker A: I mean, my gosh, if I could just impart that to literally every student ever. And I love you, but you are not the most important thing here. They're not, they're not coming to you. [00:21:46] Speaker C: You have to go to them. Exactly. [00:21:49] Speaker A: So even getting that hurdle right. Exactly. Is really important. You know, things that can impact your leisure activities. [00:22:03] Speaker C: Going to a restaurant could be a [00:22:06] Speaker A: really [00:22:08] Speaker C: stressful time for someone. [00:22:11] Speaker B: You have to get there on time. [00:22:13] Speaker A: You have to get there on time. [00:22:14] Speaker C: You have to be able to read the menu and then you have to be able to order what you want, what you actually want. [00:22:21] Speaker A: I mean, I used to work with [00:22:24] Speaker C: a student back in the day and [00:22:30] Speaker A: he used to go to a restaurant, any restaurant, right. Like most restaurants are going to have a hamburger, right? And that is what he always just default ordered. Because if he saw a little picture of a hamburger, he knew they were going to have it and he could order then like, okay, I want it with cheese. It was safe to assume they were [00:22:52] Speaker C: going to have the ingredients that he [00:22:54] Speaker A: did want on his burger. Turns out this young man hated hamburger. [00:22:59] Speaker C: Actually, he didn't even like it. [00:23:02] Speaker A: And [00:23:04] Speaker C: teaching him the word chicken, that he could read the word chicken on [00:23:09] Speaker A: a restaurant menu changed his life because he actually liked that. And then he could order what he [00:23:18] Speaker C: actually wanted to eat. [00:23:22] Speaker A: It's one of those stories that I think chokes me up every time I tell it. But like that is the level, right. That is way beyond academic skill. [00:23:31] Speaker B: Correct. [00:23:32] Speaker A: And by the way, this young man was brilliant. This was a college bound kid, ended up going to UW Madison. I mean, just was an awesome, awesome kid. And I hope he's doing amazing things [00:23:46] Speaker C: in the world now. [00:23:47] Speaker A: I Don't know where he is. But that is the level of impact dyslexia can have on somebody's life. [00:23:58] Speaker B: So another big. Another big area would be completing important forms. Right. Because same thing with, like, what we were talking about, technology. You still have to put it in the right spots. It's not in the right spots or you didn't see. [00:24:14] Speaker A: Sign it in the right place and it's not official. Yes. [00:24:19] Speaker B: And I think almost everything you do, Joining a gym, getting a job, signing up for cable. Right. I mean. Right. Signing up for streaming service. Right. So. And those forms can be one page, two page three, page four, like. And more. Right. [00:24:41] Speaker A: It's like the bunch of banana songs. [00:24:43] Speaker B: Right. And goodness gracious if you decide you need a mortgage, because that thing took [00:24:50] Speaker C: forever to go through. Yeah. [00:24:53] Speaker A: And understanding, if you sign your name to something, that means you're acknowledging you understand what you're signing. That's critical to the equation there. When you sign your name to something, that means you are legally bound to whatever you are signing. Even understanding that. I can't tell you how many students I've worked with in the past that are kind of like, oh, well, I agreed to that, but I don't. That's really not that important. Like, oh, nice. Actually, it is. [00:25:28] Speaker B: Yeah. [00:25:29] Speaker A: Hard disagree. [00:25:31] Speaker C: Exactly. Yeah. [00:25:37] Speaker A: I mean, I think we could go on and on. And I think this topic opens up a lot of other areas. [00:25:47] Speaker C: Correct. [00:25:48] Speaker A: And I think it's really important, and [00:25:50] Speaker C: it's very personally important to me to [00:25:53] Speaker A: communicate publicly that absolutely. Reading is an academic skill. I think when we think about dyslexia, we think about school, we think about children. Most people. Right. They think about children. They think about school often. They think about early elementary school. When we're really, truly, for the first time ever, learning how to read. [00:26:15] Speaker B: Right. [00:26:16] Speaker A: And I feel like it's a part of my personal mission on this planet to communicate that reading is way more than just an academic skill. It impacts your life far beyond just the classroom. [00:26:36] Speaker C: Yeah. [00:26:37] Speaker A: I am a teacher at heart. The classroom is incredibly important. Being adept at academic skills will impact your life. Absolutely. It impacts your ability to earn financially, and it can expand or limit the career. [00:26:55] Speaker C: Career opportunities available to you. [00:26:58] Speaker A: But even farther beyond that, it's your day. [00:27:01] Speaker C: It is your day today. Correct. [00:27:04] Speaker A: And so it's. It makes it even more important that the more we bring those things in to intervention, I think the more engagement [00:27:12] Speaker C: we get from kids. Agreed. [00:27:14] Speaker A: And their parents. [00:27:16] Speaker B: Yeah. So Maggie was happening outside of dyslexia. [00:27:20] Speaker A: Oh, my goodness. Is there really anything Outside of dyslexia. [00:27:24] Speaker C: Nicole. [00:27:24] Speaker A: I don't know. I mean, we just did this whole episode about how dyslexia really impacts so many parts of your life. But in all seriousness, I think what is on my mind the most right now, beyond dyslexia, is that getting ready [00:27:48] Speaker C: for my kids to go back to [00:27:49] Speaker A: school means it's time to buy all the supplies. And I really don't like school supplies [00:27:58] Speaker C: shopping, I have to admit. Yep, yeah, yep. [00:28:07] Speaker B: My beyond dyslexia is the flip of that. I don't like buying it for my [00:28:12] Speaker C: own kids, but I love school supplies, so I same. [00:28:16] Speaker A: I don't like buying for my own [00:28:17] Speaker B: personal children because it's so hard to follow those lists. [00:28:20] Speaker C: Yes. [00:28:21] Speaker B: Another thing that might be beyond dyslexia, beyond the academics, is following those lists of supplies, but. And they have to be a certain brand or else. And I. I just don't like that piece. Yeah, but that's another story. But I do love that. [00:28:40] Speaker C: Just buy it. [00:28:43] Speaker B: I love school supplies and office supplies. As my husband is like, oh, you're [00:28:46] Speaker C: in your happy face place right now. [00:28:49] Speaker B: Yep. Yes, I am. [00:28:51] Speaker C: And it's so much cheaper during school supplies. Yabby. [00:28:54] Speaker A: Are we going to tell listeners about your excursion to the Walmarts or are we gonna leave that off? [00:28:59] Speaker B: Yeah, that's what my last night was. [00:29:01] Speaker C: I was eating stuff for the office [00:29:06] Speaker B: because, you know, this is the time to buy it. [00:29:08] Speaker A: Yeah, offices. [00:29:10] Speaker B: Offices. Yeah, sorry, I have to split it up yet. That's why it's not at the offices [00:29:16] Speaker C: yet, because I bought it in bulk. [00:29:20] Speaker A: Oh, my gosh. Yeah, I don't. I have a difficult time parting with [00:29:29] Speaker C: that amount of money too, but here [00:29:31] Speaker A: we are, all at once. [00:29:32] Speaker C: Yuck. But that's the way it goes. Well, thank you everybody for listening. [00:29:41] Speaker A: Please follow us on social media and reach out if you have any questions or you would like us to discuss a topic. If you do like our show, be sure to follow and give us a rating on your favorite podcast players. This is how we get to reach [00:29:54] Speaker C: more listeners, and that's how we get to teach more families. [00:29:57] Speaker A: So thank you, everybody. [00:29:59] Speaker B: Thank you.