In a letter to her six-year-old's kindergarten teacher, a parent discusses the child's (who has cerebral palsy) use of communication devices for expressive language and ways in which the teacher can help the child adjust and learn in such areas as "wait time," spontaneous conversation, and peer relationships. (CB)

A physically disabled adolescent describes how, as a middle school student, he formed a wheelchair club to provide support and a forum for shared experiences among similarly disabled peers. Eventually, club members invited guest speakers and developed several disability awareness programs for their nondisabled classmates and teachers. (JW)