Shortened versions of papers from a symposium on literacy and disabilities are provided. Paper topics include: (1) a literacy bill of rights; (2) balanced instruction for diverse learners; (3) historical trends in vocabulary selection; (4) inclusive/collaborative service delivery for language/learning disabled school-age children; (5) literacy, technology, and the educational team of a student with cerebral palsy; (6) classic poetry activities for young people with emergent literacy and language intervention needs; (7) early literacy and communication in a child with Rett Syndrome; (8) listening comprehension evaluation in reading diagnosis; (9) literacy in adults with intellectual disabilities; (10) emergent literacy in preschoolers with hearing loss; (11) implementing a multilevel, multimethod literacy program for students with mild to moderate mental retardation; (12) using cultural arts and technology in developing strong, lifelong literacy skills; (13) using reading recovery for elementary school-aged children with multiple disabilities and hearing impairments; (14) facilitating poetry writing for students with special needs; (15) making special education regular and regular education special by joining the two philosophies; (16) how the experiences of people with disabilities may lead to an emancipatory literacy; (17) dynamic assessment and instructional modifications for students with seizure disorders; (18) early identification and evaluation of attentional and motor-perceptual deficits as markers of learning disabilities; (19) developing language through social interaction and literacy enjoyment; (20) using poetry to support emergent literacy; (21) a summer institute for augmented speakers; (22) literacy instructional techniques used for a student with multiple disabilities; (23) strategies for addressing difficulties in the physical aspects of written expression; (24) pragmatical approaches to major obstacles in teaching reading; (25) a personal narrative from a student with hearing impairment and attention deficit hyperactivity disorder; (26) validity in facilitated communication; (27) methods for improving the literacy of adolescents with learning, emotional, and behavioral disabilities; (28) designing computer generated/multi-sensory materials for teaching reading and writing through word families; and (29) using augmentative and alternative communication during storybook interactions. Most papers contain references. Includes a publications list for the Center for Literacy and Disability Studies. (CR)