Episode 86–Dyslexia and the Workforce

[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 a safe place to learn more about how to help our children grow and succeed in school, in the world. Grab a cup of coffee and enjoy the conversation. I'm sorry about the. I don't know why that went through my computer and not my phone, because my phone is on silent. So sorry, guys. [00:00:43] Speaker A: Nicole needs a cup of coffee. [00:00:45] Speaker B: Yes. [00:00:47] Speaker A: Oh, my goodness. Hi, everybody. Welcome to episode 86 of Dyslexia and Coffee. We're going to start today's episode like we do every week with the concept of the week. So concept of the week is our opportunity as practitioners to kind of peel back the curtain a little bit and let everyone into an intervention session. We really like to teach about things that either we would teach directly to our students or their parents and families. So today's concept of the week is the Americans with Disability act, otherwise known as ada. This is a comprehensive civil rights law. It prohibits discrimination against individuals with disabilities in employment, state or local government services, public accommodations, and also telecommunications. So it does mandate reasonable accommodations, and that is actually the letter of the law for qualified employees. It ensures accessibility in public facilities as well. [00:01:57] Speaker B: Yeah. So welcome to episode 86. We're going to talk about dyslexia and the workforce. [00:02:04] Speaker A: Yes. This one should be a fun one. [00:02:07] Speaker B: This one. Yeah, I like this one. [00:02:09] Speaker A: Yeah. All right. [00:02:11] Speaker B: So there are so many things. Well, first off, we should probably start off with. Just because you graduate school does not mean that dyslexia doesn't still impact you. Right. Because. [00:02:23] Speaker A: Correct. [00:02:24] Speaker B: Lifelong. [00:02:25] Speaker A: Yes. And one in five individuals is our best estimate. Right. So that is across age categories. Guys, we're not talking about one in five children. We're talking about one in five individuals. [00:02:43] Speaker B: Yes, exactly. So we thought this would be an interesting topic because what happens usually when you get older? So you. Most people have to work. [00:02:53] Speaker A: Yeah. Just going to say, present company included. [00:02:58] Speaker B: Yes. So there are different impacts that dyslexia can have in the workplace. You know, processing speed or information, working through reports and emails can be impacted, but reasonable adjustments to these things can make Lessen that impact. So we have to be very aware of this because people who hire other people need to be aware that they might have to put some things in place so somebody can be successful at their position. [00:03:38] Speaker A: Yes, yes. You know, some challenges related to dyslexia that absolutely would affect work, being able to deal with stress and anxiety that can be kind of tied up with sort of the executive functioning of it all. [00:04:00] Speaker B: Right. That emotional regulation. Right. That peace. That our students with dyslexia and ADHD have impacted throughout their entire life. [00:04:08] Speaker A: Absolutely. Finding the right words to say. [00:04:13] Speaker B: Right. [00:04:14] Speaker A: Because remember, dyslexia, especially in a moment. [00:04:15] Speaker B: Yes. Which I'm sure you guys on the podcast can sometimes hear that Maggie sometimes jumps in for me, I do not have a diagnosis, but still apparently need that. But that finding that word to say, you know, a lot of people with dyslexia, that is a way that it shows. [00:04:36] Speaker A: Yes. Because it's a language disorder. [00:04:39] Speaker B: Correct. [00:04:40] Speaker A: Yeah. [00:04:40] Speaker B: Yeah. [00:04:41] Speaker A: And by the way, we all have word finding issues sometimes. [00:04:45] Speaker B: Exactly. [00:04:46] Speaker A: It's completely normal to reach for a word that you're like that's not quite right, but it tends to happen. For people with dyslexia, that tends to happen more and they tend to reach for a word that's close but not quite right. [00:05:02] Speaker B: Right. [00:05:03] Speaker A: So in a professional setting, that can be problematic depending on the setting. [00:05:08] Speaker B: Correct. [00:05:08] Speaker A: Because sometimes close but not quite right is wrong. Is wrong. Like there are sometimes where our language does actually have to be precise and sometimes it doesn't exactly, you know, and confusing those similar looking letters and numbers. I don't have dyslexia, but I do have a vision problem and this is a problem for me. [00:05:35] Speaker B: Yeah. [00:05:35] Speaker A: I need to be very careful, especially with certain numbers, that it's actually not so much for me producing, but reading them is very problematic sometimes for the me. So what are some ways employers might be able to help kind of mitigate some of those factors? Right. From a proactive employer standpoint, you know, we can use surveys to monitor stress levels for all employees. You know, sometimes scheduling meetings at time that allow for commuting delays or kind of workflow levels for different employees, that [00:06:24] Speaker B: helps bring down that anxiety of, oh, my gosh, I'm going to be late, I'm going to be late. Yeah, those kind of things can really help somebody with that anxiety piece. Some other challenges that may be related is maybe following complex directions or instructions might be hard or maybe concentrating in a noisy environment or workspace or obviously reading at the same speed as others is not going to probably happen. [00:07:00] Speaker A: Right, Exactly. You know, some ways that employers could help and these are kind of things that someone with dyslexia must be aware of their kind of strengths and challenges. [00:07:14] Speaker B: Correct. [00:07:15] Speaker A: And really, letter of the law here with ADA states that the person needing these accommodations is needing to be the one who steps forward and asks and asks, communicates. Correct. This does not guarantee that they will happen, by the way, because someone with a disability who is hired to do a job must be able to do that job actually without the accommodations. But these are ways that they, they can help. Okay. [00:07:49] Speaker B: Right. [00:07:50] Speaker A: So things someone could ask for or things employers could proactively do is provide audio of written materials or some electronic version. So allowing for assistive technology here, employees could use text to speech technology, offer access to noise canceling headphones for a quieter workspace, you know, whenever possible, breaking down assignments into sections, just like you would kind of do for a high school or college student and provide kind of positive feedback, like sometimes a little bit of an actually tighter deadline. But with stair steps along the way. A lot of employers find that actually that's just kind of a better way to do business anyway because now you're actually seeing a project at different stages versus oh, something's complete. But oh boy, that's not actually what I was looking for in the first place. [00:09:02] Speaker B: Some other challenges that may arise, trouble with spelling, using certain social media, it might be too fast for them to monitor or be able to use. So some things that an employer could do is, you know, bring that awareness to the employees, like have a. In service about different things. You know, there's. And then make sure like their technology, like their computers or something will have spell check or other things to support those type of things. [00:09:37] Speaker A: Yeah, you know, challenges. Right. Writing, fear of being stigmatized and working memory issues. [00:09:54] Speaker B: Yeah. Some things that employers can help is they could allow a small tape recorder for taking notes. Even a lot of cell phones now have that option. [00:10:09] Speaker A: Yep. [00:10:11] Speaker B: Or maybe multiple people take notes and then they combine them after. So then you get a summary of the notes. [00:10:17] Speaker A: Yep. [00:10:19] Speaker B: That's a great one. And that also helps like if somebody has to leave for a minute or. You know what I mean? [00:10:26] Speaker A: There's like exactly that. [00:10:27] Speaker B: You know, it's not just for, you [00:10:29] Speaker A: know, and a lot of these things too, not only are they very readily available, this is going to be helpful for someone with dyslexia and it's going to be helpful with someone who doesn't have dyslexia. [00:10:43] Speaker B: Right. [00:10:44] Speaker A: A lot of these accommodations are one, not work Altering. [00:10:51] Speaker B: Right. [00:10:52] Speaker A: And would be reasonable expectations for most employees, whether they have a disability or they don't. [00:10:59] Speaker B: Right. Everybody gets tired and can days off in a meeting. I'm not gonna lie completely. [00:11:06] Speaker A: Wait, who's the one who's supposed to run this meeting? Oh, shoot, that was me. [00:11:09] Speaker B: That was me. Shoot. [00:11:12] Speaker A: Sorry. Here, I'm back. Right. You know, but also just that general. Creating the environment where employees feel comfortable disclosing a disability. I can tell you from personal experience that is really, really, really important. I am a person with a disability and I have had to disclose that to employers. And I have had employment situations that I have chosen not to disclose because I know darn well it would not be well received. And guess what? Spoiler didn't stay there very long. Right. If you're looking for retention, you really do need to understand. Understand your workforce. [00:12:00] Speaker B: Correct. [00:12:02] Speaker A: And it's necessary to create an environment where disclosing something like a disability is acceptable. Because you cannot ask. If you are an employer, you cannot ask. That is illegal. [00:12:18] Speaker B: Correct. So if they don't disclose it, you don't know it. [00:12:22] Speaker A: Yeah, exactly. [00:12:25] Speaker B: Some other challenges that may arise is being able to proofread their own work or somebody else's and using standard spell checking software. We tell our students all the time, yes, there's spell check, but if you don't get the word close, you're not going to get the right word. [00:12:42] Speaker A: Exactly. Or if you get it too close, if you're using a word like protective versus protecting. [00:12:51] Speaker B: Oh, yes. [00:12:52] Speaker A: Okay. It's probably not gonna pick that up. Guess what? If you've actually spelled a real word correctly. [00:12:57] Speaker B: Right. It's gonna think it's in the sentence. [00:12:59] Speaker A: Yeah, it's gonna. It might, in that example, pick it up through like the standard grammar check, maybe. Correct. [00:13:08] Speaker B: But not always. [00:13:09] Speaker A: But not always. So kind of understanding that and proofreading your own work is much, much more difficult than proofing somebody else's. And that goes more for dyslexic learners. [00:13:22] Speaker B: Correct. [00:13:25] Speaker A: You know, a lot of standard issue software has dictation functions. There's better versions of, you know, you've got your standard spell check and grammar [00:13:40] Speaker B: check, but there's better ones out there. [00:13:43] Speaker A: Better ones out there. I mean, grammar, Grammarly, it's very good. When you compare it to other ones, [00:13:50] Speaker B: it might catch that wrong word. [00:13:52] Speaker A: Yeah. Again, no software is going to be perfect, but understanding what is available. And again, that would help everyone, not just the dyslexic learners or workers in this case. [00:14:08] Speaker B: Yep. Some other challenges that may arise is social Skills, That's a big one. And self esteem issues. Right. We all know executive functioning is impacted with students with dyslexia and ADHD and social skills and emotional regulation and being confident. That's all impacted by that. Yeah. [00:14:34] Speaker A: You know, understanding too, like offering things like stress management classes or honestly short breaks and making those breaks like, nope, you actually aren't everybody. The culture here is we take our breaks. You know, I think a lot of these things do speak to employee and employer culture. I think this is a difficult conversation to have right now given the job market constraints. You know, how many recent college graduates can't even procure employment right now? I think there's a lot of extra stress to find not only a job, but a job that's going to be the right fit. [00:15:29] Speaker B: Right. [00:15:30] Speaker A: You know, but these are kind of like, yes, these are things employers can do. If you are an employer that is listening, I'm happy to have you on board. But probably who is listening to us right now are, you know, parents looking to the future and trying to coach what your, what your kid really should be looking for. [00:15:54] Speaker B: You know, another way to go too is have employee bonding activities like community service projects or other like events just so that they can start to get to know each other outside of the workforce. That kind of helps build that rapport. It might help them make a friend. [00:16:14] Speaker A: Absolutely. [00:16:14] Speaker B: And then they would have that support [00:16:16] Speaker A: system builds that more natural version. Right. If you and it. And if it is part of company culture, like. No, actually we do do that. Like actually, you know, I have worked at places where there is a pretty regular. No, we actually all going to go to this thing and we're going to go do it. You know, it's one thing we, we try to do here. We have a holiday party that's kind of, you know, you and your significant other and then we like to do something for the whole family in the summer. And one reason is we know it's important. [00:16:51] Speaker B: Exactly. [00:16:51] Speaker A: Yeah. [00:16:59] Speaker B: Some ways employers can also help is like communicate your company's disability inclusion plan to every employee. [00:17:06] Speaker A: Yes. [00:17:07] Speaker B: You know, check in meetings with employees and the manager. Is everything going okay? Is not everything. You know what I mean? [00:17:13] Speaker A: Yes. [00:17:13] Speaker B: Those check ins are important. [00:17:15] Speaker A: Right. And you know, a skilled manager is going to be doing that. Right. What is the difference between like a boss and truly like a manager or leader? Like they're, they're going to be doing that as a matter of practice for being a good company leader. And if that does start at kind of the top level of like that's what we do here. This is how we do business. [00:17:44] Speaker B: Exactly. Some supports that you can use on your own too, because, you know, it's just as much the employee is responsible as the employer. [00:17:58] Speaker A: Yeah. In fact, employee has primary responsibility here. [00:18:01] Speaker B: Correct. [00:18:02] Speaker A: There are a lot of things employers can do to set up a good culture. But we are talking about employees. We are talking about, you know, adults who need to be adults. [00:18:19] Speaker B: Okay. So many like technology now. They have read aloud settings like on the computer or the phone, so you can have those tools read to you. Text to speech is very common now in almost everything. There's specific things like speech to fly that you can also purchase to do. [00:18:43] Speaker A: Yep. You know, I mean, read and write for Google. Easy peasy one. And it does work pretty well. [00:18:52] Speaker B: Yeah. There's a read out loud natural reader resource that you can copy and paste your work email in and then have them read it to you. [00:19:02] Speaker A: Yeah. And that one I will speak to directly. That is a very nice. It is AI, but the voices that they use are quite natural sounding. That's probably the closest approximation to human voice that I've really seen on any screen reader. That's a good one, that natural reader. And that one is the limitation is that you only get so many minutes, I think a month before you have to pay for it, which is unfortunate. I don't think it's very expensive. But also the little things adds up. [00:19:44] Speaker B: You can reduce distractions on your web browser, which I am not very good at. I usually have a million tabs open. But you don't have to do that. You can just focus on whatever task you're doing. You can adjust font size, the different types of font, the background color. You can play around with how bright, how dim your computer is. I mean, there's so many things now on just a regular computer that you can turn around and change. [00:20:16] Speaker A: Right. That you can do and guess what your employer either can know or they don't have to know. [00:20:21] Speaker B: Right. [00:20:23] Speaker A: There's no reason you usually. There's no reason at all that you can't be doing these kinds of things on your own. It's why it's so important to educate our kids about their accommodations. [00:20:35] Speaker B: Right. [00:20:35] Speaker A: So they can do them in when it counts, when they're supposed to be getting paid. [00:20:42] Speaker B: Right. So moving on to writing. You know, we talked about Grammarly already, but that helps with spell checking, grammar and punctuation. So that's pretty good. There's a lot of speech to text software out there. Some are built in to certain things like Google Docs that you can just turn on, [00:21:08] Speaker A: you know, using that predictive text. This can be really a very good tool. [00:21:17] Speaker B: Sometimes it's not. Right. Most of the time it is. [00:21:20] Speaker A: Most of the time it gives a good sentence. A good sentence. You know, any tool is only as good as its user, really. So it can be helpful, especially if you fatigue really easily. I mean, sometimes I will turn that on if I'm just really too tired. Right. To kind of continue. But it's. I don't use it all the time. And that, that's the beauty of all of these accommodations. Right. I. You don't have to use them all of the time. Correct. But when you understand yourself as a learner and a worker, you can also pick and choose when you're using these tools and when you're not correct. [00:22:12] Speaker B: Note taking tools. There's tons of those. And mind mapping tools. Right. To express your ideas. [00:22:21] Speaker A: Those. [00:22:22] Speaker B: There's so many of those. Those are not even. You can just Google those and they just pop up everywhere. [00:22:28] Speaker A: Yeah. You know, most of those things that we just threw out at you are pretty much free or at least have free trials. There are some other products that people with learning differences can use. Some of them are more. [00:22:51] Speaker B: Way more expensive, but they're out there. [00:22:54] Speaker A: Yep. You know, they're worth exploring. In my experience, to be honest, things like co writer or read or write for Google have been kind of the best ones out there. And those are free to use. [00:23:13] Speaker B: Okay. [00:23:14] Speaker A: But there are other, like, text defeats like voice dream. That one's okay. It can do some proofreading. It can scan written text. [00:23:33] Speaker B: Those pen readers, are they pretty good? I haven't used one of those. [00:23:36] Speaker A: Your mileage may vary. [00:23:38] Speaker B: Okay. [00:23:39] Speaker A: I think the reader pen, that one is pretty good. I haven't used the C pen. There's one called C Pen. I haven't used that one. I think that sometimes they're a little bit more subject to like background noise issues. [00:23:57] Speaker B: Oh, okay. [00:23:58] Speaker A: And kind of getting confused with other things going on. [00:24:03] Speaker B: Not surprising. [00:24:04] Speaker A: Not surprising. [00:24:05] Speaker B: Right. [00:24:05] Speaker A: I mean, just think about like the. The size of them. Right. Like they're literally a reader that is the size of like a pen. When they first came out, that was kind of a big joke. They've been out a long time. This technology has existed since the early, early 2000s. And when they first came out, the pen was not. It did not look like a real pen, you guys. It looked a lot ridiculous and was like heavy and stupid. But they really have come a long way. I saw one recently that I was like, oh, that's what that looks like now. [00:24:43] Speaker B: Okay. [00:24:44] Speaker A: I would have actually probably used that in college then. Versus deciding, absolutely not. I'm not paying money for that. But yeah, I think it is. It is something you want to kind of like play around with. [00:25:01] Speaker B: Yeah. [00:25:03] Speaker A: You know, some things that if you are a person with a learning difference and you want to approach your manager about, you know, making text easier to read. Again, remember that if you are the person asking for something, you do have to be able to do your job without this thing. So you can ask for it, but it's up to them to decide what is quote, unquote reasonable. And that is really the letter of the law. So it is reasonable to ask for important information up front. You know, it does help with kind of that upcoming projects, having those materials before a meeting. A lot of employers are willing to do that most of the time, but sometimes that's not going to be available. [00:26:04] Speaker B: Understand that there's a confidentiality thing or something going on. They can't give you the big project yet because they don't have everything signed. [00:26:12] Speaker A: You know, and honestly, like, this is just good company policy. But asking for manager and co workers to make it a habit of putting like key information in bold or making the subject line of an email actually match what that email is about. [00:26:32] Speaker B: At least put a subject in. At least put a subject in. I get so many where it's no subject. Like, I wonder, [00:26:39] Speaker A: I get to guess, right? Yeah. Like, what the heck is that? You know, asking for information in smaller chunks. Right. So like longer paragraphs kind of broken up again, usually that's just good writing, right? [00:26:55] Speaker B: Yeah. [00:26:57] Speaker A: You know, our brains get really overwhelmed with large blocks of text and having things summarized in like bullet point form A separately. Especially something like a meeting agenda. [00:27:09] Speaker B: Right. [00:27:10] Speaker A: I think we've all been in meetings where the agenda is longer than the actual meeting and you're like, what in the world like? Or I guess I didn't need to attend that. I could have just read the piece [00:27:21] Speaker B: of paper because it had every single thing on there. [00:27:25] Speaker A: You know, I can't tell you how many meetings I've attended that just should have been an email. [00:27:31] Speaker B: Me too. [00:27:32] Speaker A: Yeah, but just, you know, being conscious of those things. And it is okay to ask your employer for these kinds of things. It doesn't mean that they're going to automatically do it or do it every time. [00:27:49] Speaker B: You can also ask maybe for information in more than one format, like written and maybe explained to you. You can also maybe ask if your coworkers and managers. Mint can either leave you a voicemail or do. There's so many a. There's so many things. Apps right now where you can just leave a voice message instead of typing something and you could just listen to what they need and maybe ask for a mentor. And honestly, I told all of my college students when I was teaching college students that they should ask for a mentor their first year because then, you know, you're getting all the information and you're being taught what needs to be taught in that environment, you know, And [00:28:32] Speaker A: I think I feel like for me as an employee, it's kind of a red flag if we're talking about especially like professional careers. [00:28:43] Speaker B: Right. [00:28:43] Speaker A: A lot of this advice is about the kind of like professional careers. [00:28:46] Speaker B: Right. [00:28:47] Speaker A: I think we could do a different, honestly, whole separate and apart episode about more entry level kind of jobs and what is and isn't available there. [00:28:57] Speaker B: Right. Because if they say no to a [00:28:59] Speaker A: mentor, that is not one red flag. That is, that is a super duper red flag. [00:29:06] Speaker B: I thought my experience of working this many years. [00:29:11] Speaker A: Yeah, I mean, that is a really big red flag. It is. And I worry about them. Like, if you're not willing to have a mentor, is there anybody here that's even been here long enough to function in that level? [00:29:24] Speaker B: Because. [00:29:25] Speaker A: Yeah. [00:29:25] Speaker B: Or the culture of the business is not something that I agree with. [00:29:28] Speaker A: Something. Right. Like, you know, I do think [00:29:33] Speaker B: the. [00:29:34] Speaker A: And I am sensitive to people trying to get a job right now. I mean, the job culture right now is tough. [00:29:44] Speaker B: Sometimes you just have to. [00:29:46] Speaker A: Sometimes you have to do what you have to do. But I definitely, I mean, I've been in amazing employment situations and I've been in ones that I have to get out of. Yeah, me too. [00:30:01] Speaker B: So, you know, a word from the wise, that's usually a bad red flag if they won't give you. [00:30:05] Speaker A: If they won't give you a mentor or, or if there isn't someone naturally there, even if it's not like officially, like, hey, here's your company mentor. Hey, you know what? Cindy, who's been here 10 to 15 years, right. She's an excellent resource for you. You know, why don't you talk to this person? Or, oh, you're having trouble understanding this certain process. You know what? Bill's the best at that. Go talk to Bill. Bill knows what he's doing. You know, they're really. And usually that's pretty agreed upon in the whole organization. Like I'll, I'll shout out, you know, Tommy, who works for us. Right. Tommy, is like the guru on fluency. If we need. If we're stuck on something and it's fluency related, like, I'm going to go to Tommy. I'm going to go Tommy every time. And I think everyone who works here and understands our company culture, I think they know that too. Like, there's certain people, and we do formally have mentors here. [00:31:14] Speaker B: We do. [00:31:15] Speaker A: But there's also an informal kind of culture too, where we have certain people [00:31:24] Speaker B: who have an expertise in something and we go to those people for certain questions. [00:31:27] Speaker A: Questions, totally. And I think, like, that is a sign of a really healthy and vital workforce. Because the truth is, we're not all the same. We have different trainings and backgrounds and different strengths and challenges. And a healthy work environment is going to encourage that collaboration across. Across things. And so if you are a person with a disability, whether it's dyslexia or ADHD or something else, and you are in a yucky work environment, there is. There is a better way. There really there is. And sometimes you're stuck because you're stuck. But I don't want people to think that they're stuck there for ever. And I can speak from experience that there are employers that will be a good fit for you. Unfortunately, finding them can be difficult. But the real, real big difference and something that I've coached a lot of students, a lot of students on one of my jobs before I was here was in vocational ed. So I did work with students with disabilities on what does it take to be employable and how do you ask for what you need? I mean, a lot of the students that I worked with did have real needs and things that they needed to be able to do their job effectively, and it was on them to ask for it. But also, you have to come to it from an employable standpoint. [00:33:19] Speaker B: Right. [00:33:20] Speaker A: It's both. It's like, I think the employer employee relationship, it has to be mutually beneficial or someone's not getting their needs met. Either the employer is not getting the work output that they need or that employee is feeling lost and burnt out. You know, it's just kind of like any other relationship, really. [00:33:46] Speaker B: Correct. [00:33:47] Speaker A: You know, except for this one is your livelihood, which can make it automatically more stressful. [00:33:54] Speaker B: Correct. So, Maggie, what's happening beyond dyslexia? [00:33:58] Speaker A: Oh, my goodness. Well, Nicole, what's happening outside of dyslexia is the Boyntons and the Gunthers are going on vacation. [00:34:08] Speaker B: Yeah, that's going to be interesting together. [00:34:13] Speaker A: I'm very excited about this. I think we're going to have an awesome time. My kids are. That's all they will talk about. [00:34:24] Speaker B: Ours too. [00:34:25] Speaker A: They have wanted to, like, be packed already, which is kind of hilarious. [00:34:33] Speaker B: Yes. [00:34:34] Speaker A: They are very excited. We are very excited, too. And yeah, we're going on a vacation. A real one. I mean, kind of. We're going to the Dells. We are leaving the house for an extended period of time. [00:34:52] Speaker B: Yep. [00:34:53] Speaker A: And will not be back to that [00:34:55] Speaker B: place for at least five days. [00:34:57] Speaker A: Yeah. [00:34:58] Speaker B: So that's amazing for us. [00:34:59] Speaker A: That's amazing. [00:35:00] Speaker B: I guess that's my outside of dyslexia, too. And the whole. I wonder what we'll forget either at home or when we leave the hotel. [00:35:09] Speaker A: Yeah. It'd be one thing or the other. Yeah. Good news is there is a Walmart in the Dells. The bad news is it is like 20 to 30% more expensive than any other Walmart ever, because everything there is. It's true. It's true. [00:35:25] Speaker B: But it's a lot of fun there. [00:35:27] Speaker A: Yeah. I think we're gonna have an awesome time. I'm really looking forward to it. I really could use a vacation right now. Yes. And I think. I think it's really gonna be a good time because our families enjoy spending time with each other and we kind of just understand each other's families well. And, Yep, that's kind of rare. So it's exciting that we're going to get to do that. But thank you, everybody. 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 then rate our show on your favorite podcast player. This is how we reach more families and we get to help more people. Thank you. [00:36:15] Speaker B: Thank you.