"The kids do not believe me when I speak to them about current events or anything fact-based. When they ask an adult at large to spell something, and I reply, they check my response with another adult. I told one of them a medical fact, and they told me flatly that their parent was much, much smarter, and their parent said otherwise, so I must be wrong."
"My siblings think this is hilarious. I am hurt. I want to have a relationship with the kids while I still can. I have tried explaining learning disabilities and multiple intelligences to the kids, but I think they just see it as me lecturing them. I only see them every few months anyway. Is this battle even worth fighting? If so, how?"
"But going back to your question: Is this battle even worth fighting? I say, to a point. School-age children have a lot of growing up still left to do. As they get older and their worlds widen, so will their viewpoints. Right now, what their parents tell them might be the end-all be-all, but that won't always be the case. One day, they might surprise you with their newfound worldview, and even, hopefully, regret over the way they've dismissed you."
Undiagnosed learning disabilities in childhood led to family labeling and ongoing dismissal despite adult competence. Siblings have passed these beliefs to their school-age children, who routinely question or verify factual input and defer to parents. Attempts to explain learning disabilities and different intelligences to the children have felt like lecturing, and limited contact reduces influence. The writer feels hurt and seeks a relationship with the children. A cautious effort is recommended because school-age children’s perspectives often broaden with age, media increasingly represents disabilities, and time may bring regret and changed perceptions among the children.
Read at Slate Magazine
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