A Practical Roadmap for Parents Concerned About Their Slow-Learning Children
The second story from the author of "Children with Borderline Intelligence," which has been well-received by many readers!

This book is an educational guide for parents raising children with borderline intelligence. It contains the author's know-how gained directly from his experience in the field, having worked on education, psychotherapy, social skills training, and parent education for children with borderline intelligence for over 10 years.
Parents' role is very important for their children to grow up to be competent and confident children.
From a parent's perspective, we aim to provide guidance on how to raise children properly and help parents and children grow up happily without tiring each other out.


While "Children with Borderline Intelligence" primarily addressed borderline intelligence in young children, this book broadens its scope to include students entering adolescence and adulthood.
Therefore, we have organized and explained in an easy-to-understand manner how to systematically understand and guide children with borderline intelligence.
While the previous work was written for teachers, parents, and those working in related organizations, this book focuses on parents of children with borderline intelligence.

Children with borderline intelligence are neither disabled nor eligible for special education, but they clearly have difficulties in school and therefore require special programs specifically for them.
For example, easy subject classes, social education, language development programs, financial education, and sex education should be specially designed and provided to them.
Rather than focusing on difficult subjects or basic learning skills (such as learning letters and reading comprehension for lower grades) like they are now, the educational program should be of a medium-difficulty level that takes into account their learning speed and comprehension level.
Although they are neither disabled nor mentally ill, they desperately need more detailed educational attention.
--- p.
21. From “Does my child have a disability?”

Parents and teachers need to let go of their discomfort with IQ.
It may sound contradictory for experts to first put children into the IQ standard and then tell them not to feel uncomfortable, but IQ was created to improve the way children are educated and to find the right disciplinary method for each individual.
Therefore, parents should not limit their children's lives or criticize their behavior based on their IQ.
--- p.
50, from “I feel uncomfortable about intelligence”

We must believe that our children are growing every day.
Time passes like the Earth that rotates every day.
So children continue to grow, and parents slowly grow older.
The Earth doesn't stand still just because we don't feel it.
The same goes for children.
Children also grow and develop every day.
Just as flowers need warm sunlight and nutrients from the soil to grow well, children need warm love and positive stimulation to grow well.
Just as flowers and the Earth never stop growing, our children's growth will never stop either.
--- p.
92, from “How to Be Happy with Your Children Without Getting Tired”

To improve reading comprehension, you must first correct bad reading habits.
You need to correct the habit of reading too slowly or too quickly.
If you read slowly, it will be difficult to remember what you read earlier later.
Likewise, reading quickly does not help improve reading comprehension because it can lead to reading errors such as skipping letters or reading with different letters.
You should read each letter carefully, and not just read the endings of sentences carelessly.
It is best to first develop the habit of reading letters accurately and at an appropriate speed, and then learn how to better understand the content of the text.
Finding characters' names, remembering small details (places, objects, etc.), understanding the topic, predicting what will happen next, and understanding characters' emotions are all questions asked in reading comprehension tests.
--- p.
129, from “You should read more than write”

If they still insist on using that word, tell them that they need to come up with a good reason to convince their parents and teachers, and give them time to reflect on what they are thinking.
However, if the child continues to repeat his or her argument, listen to his or her thoughts and tell him or her that you will consider whether or not to allow him or her to use “I don’t know, I don’t like it, I won’t do it,” and give the child time to think again.
After some time has passed, talk to them again and ask if they have changed their mind.
If they still want to use it, I tell them to write down a situation where they absolutely must use it, since I can't allow everything.
Negotiate with the child by clearly stating that you will allow it in that situation, but cannot use it in any other circumstances.
--- p.
175, from the "I don't know, I don't like it, I won't do it 3-piece set"

It is a process where crying and throwing tantrums grow.
If a child grows up without crying or throwing tantrums, it means that the parents failed to catch the child's frustrating moments.
Even for children who do not cry or throw tantrums, parents should observe their child's facial expressions and behavior to read their mind.
Living with your emotions suppressed makes you lack confidence.
If a child lacks the ability to express himself or herself, it is necessary for parents to first model how to express their feelings honestly and teach them how to do so.
If your parents are not good at expressing their emotions, I recommend that you think of yourself as an actor and practice expressing your emotions every day.
If you keep trying, you will be able to feel the change in your expressiveness little by little.
--- p.
234, “Don’t suppress your child’s emotions.

When parents persistently try to figure out the situation, the child feels confused.
You need to understand your child's mind and read his or her emotions.
At this time, parents should read the child's emotions with a detailed expression.
The reason I mention the parents' expressions in this situation is because I think of the hardened expressions on the faces of parents whenever the topic of children with borderline intelligence comes up.
When you look at a child with a serious expression, the child will become speechless without realizing it.
Parents often don't realize how much their children are afraid of their parents' expressions.
So how can we teach problem-solving skills in conflict situations?
--- p.
275, "Conflicts with friends are a good opportunity to teach problem-solving skills"

You should practice writing down the order of things.
Use a whiteboard or your own notebook to write down the order.
When writing down a sequence of tasks, be sure to give yourself enough time to learn the steps.
Once you have finished writing it down, you need to read it over several times, memorize it, and practice putting it into practice in order.
If you miss something while working, it's a good idea to check it yourself by looking at the order you wrote it down or ask someone next to you for help.
Always say “thank you” to the person who teaches you.

--- p.
352, from "Please Teach Me How to Work"