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By Dianne L. Ferguson, Ginevra Ralph, Gwen Meyer, Jackie Lester, Cleo Droege, Hafdis Guojonsdottir, Nad

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Most families had become involved in their children’s education in one way or another. Participating in evening meetings was just one avenue. Parents were spending time at home, at school, or in the community supporting their children’s education. From the first meeting in November of only four parents to the last gathering in June, when more than 130 children and adults came together to celebrate their accomplishments, much had changed. These numbers reflect a significant connection between home and school.

We’ve also included some readings by Middlebrooks (1998); Muller, Katz, and Dance (1999); Scheurich (1998); and Schultz (1999). They focus on the issues and unique challenges that urban schools and districts face. A selection of writings covers a range of issues in the area of disability, including attitudes about disability and creating curriculum and environments that support and sustain youth with serious emotional disturbances and significant cognitive disabilities: Miller and Sammons (1999); Sinclair, Christenson, Evelo, and Hurley (1998); Tam and Gardner (1997); and Vandercook, Medwetz, Montie, Taylor, and Scaletta (1997).

CREATING NEEDLE CRAFTS Sewing: No Knitting: No Weaving: No Crocheting: No Leatherwork: No ☞ ➤ ➤ ➤ ➤ ➤ ➤ ➤ ☞ ➤ ➤ ➤ ➤ ➤ ➪ Vacations in Coos Bay 4 ighty Yes, Mucks D ey hock ☞ ➤ ➤ ➤ GAMES, HOBBIES, & CRAFTS . . ☞ 11. TRAVEL ➤ Summer camps: ☞ 10. SPORTS ➤ Attending or participating in sports events: P Yes No Ceramics Metalwork Music—band Which ones do you want to begin doing or do more? ☞ 20. LANGUAGES: ☞ 19. SCIENCE: Yes, drums 17. CONSTRUCTING OR PLAYING WITH Models: Yes Kites: Yes Puzzles: Yes ☞ 18.

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