ED 387 961

AUTHORTITLEINSTITUTION

SPONS AGENCY

PUB DATECONTRACTNOTE

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EDRS PRICEDESCRIPTORS

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ABSTRACT

DOCUMENT RESUME

EC 304 315

Dillon, Ann Donoghue, Ed.; And OthersTreasures: A Celebration of Inclusion.New Hampshire State Dept. of Education, Concord.Special Education Bureau.; New Hampshire Univ.,Durham. Inst. on Disability.Office of Special Education and RehabilitativeServices (ED), Washington, DC.Aug 93H086J80011-8949p.; Photographs by Gary Samson. Photographs may not

copy well.Viewpoints (Opinion/Position Papers, Essays, etc.)(120)

MFOI/PCO2 Plus Postage.Attitudes; *Disabilities; Educational Change;*Educational Practices; Elementary SecondaryEducation; *Inclusive Schools; Mainstreaming; PeerRelationship; Program Effectiveness; *SocialIntegration; State Programs; Statewide Planning*New Hampshire

This booklet presents photographs and quotationsillustrating the effective inclusion of children with disabilities in

New Hampshire's public schools. The booklet was created to

acknowledge and celebrate families, educators, and communities who

have welcomed all students into neighborhood schools and classrooms;

tr., energize deditated people who have advocated for and practiced

full inclusion; and to inspire those who have not had the experience

of working in inclusive schools to support and work toward equity and

excellence. An introductory discussion notes the implementation of

the 5-year Statewide Systems Change Project and describes the visit

of a Canadian educator, with anecdotes of her visits to specific

schools at the elementary, junior high, and high school levels and

her talks with parents, principals, and students themselves. The main

body of the booklet consists of a relevant quote on one page with a

photograph illustrating successful inclusion on the facing page.

(DB)

***************.**********************************************************

Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

TIZEA6UIZE.6ACelebration OF Inclusion

U.S. DEPARTMENT OF EDUCATIONONce or Educatana1 Rssoarch and Imemsoment

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERICI

Nhm document has been reerocluced asthe person or organaation

o Mmor changos have boon mad* 10 Improveroproduction quality

Pomta of sibs or ocsmons stated m tett docwmom do not nocmordy moment offtcto1OERI pombon or pokey

L._

University ew Hampshire

BEST COPY AVAILABLE

TIZEA3UIZE3ACele'bration of Inclusion

Created and ..,Ltecl

Ann Donogkue Dillon

Carol Tasi-lie

MOT'y

Ckeryl Jorgensen

Susan Shapiro-Barnard

eeth Dxon

Jan Nisbet

Photographs Ly

Gary Samson

Instrucbonal Services,

University of New 1-4ampsh.rre

.oreword by

Marsha .orest

Afterword IDy

Rick Betz

Institute on Disakility/

University Affiliated Program

University of New llampshire,

August, 1993

BEST COPY AVAILABLE

3

Vratiith the publication

of Treasures: A Cele-

bon of Inclusion, theInstitute on Disability, a UniversityAffiliated Program at the Universityof New Hampshire, acknowledgesthe end of the five-year StatewideSystems Change Project' and thebeginning of an era of inclusion in

New Hampshire.The project

was designed toassist communities to increasetheir ability to include all studentsespecially those with the mostsevere disabilities into neighbor-hood schools and regular educationclassrooms.

'The Statewide Systems Change Project is a five year

project funded by the Office of Special Education and

Rehabilitative Services. U.S. Department ofEducation.

(Grant sH086j80011-89) awarded to the New Hamp-shire Specud Educauon Bureau for an Inclusive educa.

non projea with the Institute on Disability/11AP. Uni-versity of New Hampshire. The contents of this book

do not necessanly represent the policy or position ofthe U.S Department of Education.

I NT IZOPLICTION

There were several importantreasons for creating this book: first,to acknowledge and celebrate fami-lies, educators, and communitieswho have welcomed all studentsinto neighborhood schools andclassrooms; secondly, to energizeall of the dedicated people whohave so passionately advocated forand practiced full inclusion; andlastly, to inspire those who have nothad the experience of working in

inclusive schools to support andwork I.,:ward equity and

excellence.

This journeytoward

fully inclusive

schools has been bothrewarding and challenging. Ithas been marked with joy, hardwork, commitment, humor, prob-lem solving, and struggle. To helpus chronicle the journey, MarshaForest, Director of Education atthe Centre for Integrated Educationand Community in Toronto, Cana-da, visited schools and classroomsthroughout our state. Her clear aridstraightforward insights have en-riched the stories that have evolvedduring the past several years.

Gary Samson, the Universityof New Hampshire photographerand our colleague, captures theheart and soul of inclusion throughhis beautiful photographs of stu-dents in schools throughout NewHampshire. His dedication tothe notion of inclusive educationinspires and motivates us to contin-ue to work for change in our stateand country.

Rick Betz, a student atNashua High School, has writtenan afterword to further challengeus. His words and spirit became theinspiration for the title of this book.

To tell the real story of inclu-sion, we go to those who can tellit best. . . the students.

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Iarrived in New Hampshire onOctober 4, 1992 a simplyglorious autumn day. The news-

papers were proclaiming thisOctober to be the most colorful in30 years, and it was a breathtakingdrive from Logan Airport to Con-cord. The weather was crisp andclear and the colors were brightred, yellow, and orange. This wasthe perfect setting to set the tonefor the exciting week ahead.

The Institute on Disability atthe University of New Hamp-shire invited me tospend a weekmeeting

families andvisiting schools where

the philosophy of inclusiveeducation was being practiced.

Their goal was to create a bookof photographs celebrating educa-tional achievement throughoutthe state.

Inclusion is not just anotherword in New Hampshire. It is nota pie-in-the-sky desire, nor simplya well-worded mission statement.It is a vision and a dream translated

TIZEA6UIZE..6A Celebration of Inclusion

into reality and action by commit-ted parents and skillful profession-als who have the values of inclusionnot only in their hearts and soulsbut in their day-to-day practices,as well.

VELCOME_TO TIAL TURDcRADE.."

"Welcome to thethird grade," said a colorful

poster on the wall of Golden BrookElementary School in Windham.There was a rockir g chair with afunny hat perched on it in front ofabout 25 children sharing theirwriting journals with one another.

As I looked around the roomI wondered, "Is this a trick? Maybethere really isn't a 'special needs'child in this room. All I see are 25ordinary children." I kept my eyespeeled for that `special child.' Wasit the child with glasses sittingquietly on my right or the blond-haired child sprawled on his bellyon my left?

5 6-

I looked more closely andspotted a small cluster of childrengently helping to focus one littlegirl's attention on the lesson. It wasexplained to me that Devon, thelittle girl I had finally found, hasbeen fully included in this schoolfor three years.

As I watched, I wonderedwhy anyone would consider thewhole notion of including childrena big deal. This was the perfectpicture right in front of my eyes.There were 25 children learningtogether not 24 plus Devon, but25. Why were some school systemsin the United States still fightingthis and spending literally hun-dreds of thousands of dollars tokeep children out? Educationis to bring people in. Here in NewHampshire, the doors are opento all. If this lovely school couldmake inclusion a reality, whynot everywhere?

The simple notion of welcom-ing back children once left out isclear, profound, and possible. It isnow up to others to show why they

can't do what I was seeing at Gold-en Brook Elementary It is no longer

up to us as parents or educatorsto prove it can be done. It is being

done, and schools throughoutNew Hampshire are the proof."Hooray!" I thought silently asthe scene unfolded.

TIZE4.6UIZE.6Visiting Rick at Nashua

High School was definitely one ofthe highlights of my week in NewHampshire. In fact, it remains ahighlight of my entire year. Meet-ing Rick was one of those raremoments in time an experience,

that makes you either terrified ofthe human potential or awed bythe power that we all possess butso rarely put into use.

Rick, a high school senior,and Kelly, the inclusion facilitator,were seated at a table in a large,bright, and lively school library,filled with energetic teenagers.A great environment! Rick impress-ed me immediately he is tall,

blonde, and handsome, yet has afaraway look.

The following is a small part

of the actual conversation I hadwith Rick. He used facilitatedcommunication with Kelly as hisfacilitator. It is important to remem-

ber that Rick had been labeledseverely mentally handicapped

for all his life. He beganusing facilitated

communication just six monthsbefore I met him.

"I understand, Rick, thatbefore this year, you went to segre-gated schools," I said. "What's thedifference now? Is it better?"

Rick answered: "Yes...freedomis now...friends...real life with trea-

sures and people.""What are treasures, Rick?"

I asked him. His answer was verymoving 'Believe in me," he said,"dear ones who look into my eyes

and heart."

6

I then asked Rick what hethought were the opposite oftreasures. Again, his answer wasprofound. "Junky people who don'tcare or believe." How, I asked him,

can we help these -junky" people?Rick.answered, -They all need time

to learn to give freedom to others.

They are afraid.""Do the other students

facilitate with you?" I asked Rick."Not yet. They are afraid," he said.What can we do about that,I wondered? "Teach students tohelp my dears say the wordswith their own voice."

"Who are dears,

Rick?"

His answercame quickly

"trapped ones."Then I asked Rick if he felt

he would have been ready for thisexperience before this year. He an-swered, "I've waited forever for this.Please give freedom to all. Just tryWill you help great treasures growand trust until you leave this earth?"

7

I assured Rick that, to the bestof my ability, I woUld convey ourconversation and its impact on meto others, and that I would work tohelp others unlock their hiddentreasures until I "leave this earth."

As I rewrite my notes aboutRick, my feelings of joy and hopeare strengthened by a sense ofcelebration celebration that Rickwill teach us to unlock the treasuresfor all the other Ricks out there,waiting for us.

I can only say"Cheers!" for my fnends inNew Hampshire who gave methe gift of meeting and writingabout Rick. What an experience.

rIZIE_ND 16 601\1E.-ONE_ Val0 LI6TEN.5valLNI I cizy

Six enthusiastic junior highschool students awaited us in asmall room in Rundlet Junior Highin Concord. Three years ago, I had

met several of these young womenwhen I came to observe Jocelynafter she left a segregated classroomand entered fifth grade at herneighborhood school. It was alovely reunion as Jocelyn's mother,Marlyn, and two teachers joined us.

After an initial period of quiet,the room erupted into a barrage ofchatter. I asked the girls to updateme on what was happening in theirlives. With Jocelyn smack in themiddle of the group, they began totalk about friendships, noting thatevery year Jocelyn made morefriends. Some of her friends, they

told me, change ever y year, justlike for all kids. But Jocelyn is

part of a group of friendswho "stick together

every year,"they said.

Sometimes,the teens explained tome, adults have troublefiguring out what Jocelyn couldbe doing in classes. "Why don'tthey just ask us, her friends?" thegirls said. "We have tons of ideas!"

I asked them to continue."We can do everything withJocelyn," th v told me. "We canintroduce her to more people, wecan help her spend more time with

7

other students, we can include hermore. We can take notes and helpcalm her when she gets upset. Butwe wish people would ask us to dothese things more often."

There was silence for a while,broken by my question. "Tell memore about what you like aboutJocelyn," I asked them.

One by one, the girls told me."She's the best listener," one teenag-er said. "You can tell her all yoursecrets, and she doesn't laugh. Shedoesn't judge us or others. Oneday I was crying and Jocelyn startedto rub my back. She really listenedto me."

Another girl said, "I thinkJocelyn is a very intelligent person.She communicates better thansome of us do. She doesn't put any-one down or judge us She's part ofour life and we love her"

"Oh, by the way," anotherteen said, "Jocelyn is madly in lovewith two boys." Jocelyn and herfriends now really "lose it" and a fitof teenage giggles erupt.

"What I would like to do,"said another of Jocelyn's friends,"is go around the whole school andintroduce Jocelyn as our friend.Tell everyone that if they have anyquestions, ask us. We'd say, 'This isJocelyn. She is a human. She can

feel. She is our friend.'What more is there to say?

Thank you to Jocelyn and herfriends at Rundlet Junior Higha very ordinary and simply extraor-

dinary group of young citizens ofNew Hampshire. Surely their words

are great food for thought.

why. All of Beth's other kids went

to Conant Elementary School, andAndrew must, too. Period. Therewas nothing else that would do.That was that.

The principal of the Dixon'sneighborhood school, E.P Tousig-nant (known to all as "Mr. T.") was

as equally quiet and strong as Beth;

another tiger. However, he believedthat Andrew had no place in aregular school.

I met Mr. Tousignant in hissmall and cozy office, as the sunbrightly shone outside on a glorious

stubborn, you should meet herhusband, Will. Between the two ofthem, I finally was forced to sayyes. But I still didn't think it would

do anybody any good."Mr. T. explained how Andrew

transferred into'Conant despite ailthe principal's initial protestations.Then, Mr. T. told me, his attitudechanged. "I saw things happen," hesaid. "I saw Andrew, I saw this kidactually stand in line with the otherchildren. I saw him walking andplaying with the other children.I would sit here and watch, andI said to myself, all kids can grow.All kids can learn:"

M12... 4.1\0 M12.5.

ca6.Hcc. 12.Eaux16 P066113LE_

Beth Dixon is definitely

one of my favorite people in New

Hampshire. She is a person I want

on my side, for despite her quietand gentle manner, she is a tiger.

Her youngest son, Andrew, was

not going to his neighborhoodschool and she wanted to know

day. "What happenedhere?" I asked him, in regard toAndrew Dixon. "I'm 59 years old,"

Mr. T. began in explanation. "In mytime, kids who were different

handicapped were all isolated.They went to the 'dumb school.'That's just the way it was. Thenalong comes this mother, this BethDixon, who kept pushing andpushing me to let her son Andrewinto the regular stream of myschool. I kept shying no and shekept pushing." Mr. T. took a breath,then continued. "I felt Andrewdidn't belong at Conant. I felt therewas nothing we could do for him

here. And if you think Beth is

189

The principal became fullyconvinced but was still somewhatamazed, he said. "I would havebet a whole year's salary that thiswouldn't work. But when I sawthe children together on the play-ground in my own school, whenI saw the. children leading the way,I changed my mind. I was wrong.Andrew. Beth, and I are all doingreal %yell. And so are all the other

students who have come back to

our school."

Before Andrew Dixon, "thisinclusion stuff turned me off,"Mr. T. said. "I wouldn't have doneanything on my own. I was scaredof those kids. I grew up with thenotion that isolating them wasgood. I hated change. Now I say toothers in my position, try it, reallytry it. Go see this in action."

I asked Mr T howhe'd like to end our conversa-tion the last words for anyonereading his interview in this book.He said to tell you, "We did it, andI'm really glad we did."

coiNc nzomIN' To :WITLI'

Going from in to with will be

the challenge for the next decade.This theme emerges in all of mytravels in all parts of the world.Going from in to with is hard work.Going from in the community tobeing a real contributing part ofthe community is our next big

challenge one that New Hamp-shire is already dealing with.

Beth and Will Dixon are leadingthe way from in to with. They sim-ply wsant their son, Andrew, to bewith his community, just like ailtheir kids. They won't settle for justbeing in the door. They will notsettle for anything less than with.

Listen to the voices of thechildren they understand thewith of inclusion.

During my week in NewHampshire, I visited

Andrew Dixon's class-room. I asked

him ifhe wouldallow me to inter-view his classmates abouthim. He gave me a giant "Yes!"Andrew, of course, was presentduring all the interviews.

I said to the class, "I under-stand that Andrew was once not inthis school, but in a special pro-gram. What do you think about hisbeing here with all of you now?"

Here is what the childrensaid:

"He needs to be with otherkids his age." "He really likes beinghere because we all do stuff togeth-er." "Just because he can't do

everything the same as we do, whyshouldn't he be here?" "We're justthe same a§ he is. He just can't do afew things we usually do. So what?"

Then I asked the students,"If someone came in here and saidAndrew had to go back to a specialclass, what would you do or say?"

And here are some of thechildren's replies:

"We don't want him to beanywhere else!" "He likes it here!We like him here!" "We'd say 'goaway, we don't agree with you'." "Itwould be really unfair!" "We'd buya lock and bar the door if you triedto take him away"

E_AcLE6FLYN IcLI

One more visit really mademe feel that I was in the middle of agood dream. Off I went to anotherclassroom in Mr. T.'s school, thistime to meet Ian. Let me explainthat I am a former teacher ofstudents who are deaf, and I have

stayed out of the controversy in thefield of deafness for a long time. Ifully support the deaf community'sdesire for the use of sign language,but I also respect that they wouldwork out their own issues.

Ian taught me a great deal that

day He is an absolutely enchantingand handsome young man infourth grade who is truly integratedinto his class. Ian has a full-timeinterpreter and was smack in and

with his class.

What is inter-esting about Ian is thatthe move for inclusion didnot come from his paronts, butfrom Ian himself. Prior to movingback to his neighborhood school,Ian had been in a school-within-a-school for students with hearingimpairments. He attended pne inte-grated class. He made the decisionto move back to his local school.

The first question I asked Ian

was why he made that decision. He

signed, and his interpreter spoke."I wanted to be with my friends,"

Ian said. "The idea came from me.I really like the kids at my otherschool, but I had to go far on thebus every day and I didn't like that.My home was not there. Here, I am

at home."Ian continued, "I am proud

to be here with my friends. I go toCub Scouts and dances and sna.ffwith my friends who live near myhouse. At the other school, I onlyknew kids during the week. I knewno one on weekends."

Before leaving Ian's class,

the class asked the teacher if theycould sign and sing a new songthey had learned a song abouteagles flying high. The song was

extremely moving, and I felt I

was in the possible positivefuture a future where

all kids in the neigh-borhood were

together,

learningwhatever theyneeded. Sign lan-guage was just anotherlanguage. Everybody was awinner here! It was a struggle wellworth the effort ar.,:t it wouldn'thave happened unless some citi-zens of New Hampshire wantedtheir sons and daughters to havefull lives in their neighborhoodsand communities.

c_VENINcWITLI FAMILIE6

Although the days were full,my trip would not have been com-plete without an evening visit withfamilies who were the pioneersleading the way I filled them in onwhat I had seen and they filled mein on the continuous struggles fortheir children and the children inthe state who are still excluded. It'san ongoing story. Over deliciousapple crisp, we talked and talked.

In the year 2000, I toldthem, when we meet to look at theinclusion of all children in regulareducation, we will see one groupemerge as the real heroes of themovement for inclusion. Theseheroes are called parents. Theycome in all shapes, sizes, colors,and combinations. If it weren't forthe love that all these folks havefor their children, there would beno inclusion.

Parents of children with dis-abilities have been doing for yearswhat we in the schools are justbeginning to do. No child comeswith packaged instructions, kits, ormanuals. Parents do not take dataor look up the research. They cope,they cry, they laugh and they lovethis person who is part of theirfamily Do they get frustrated, angrytired, and confused? Of course.

My conversations with fami-lies are the same all over the globe.I could have been in Canada orNew Zealand that evening, exceptfor one major difference in New

Hampshire, things are happeningfaster and better than in otherplaces.

in the door. Parents still fear thatbudget cuts or administrativechanges will end the supports thatcurrently exist. But these parentsalso experience the joy that inclu-sive education brings into the livesof their children and those experi-ences strengthen their commitmentand their efforts.

It shouldn't be this hardfor people, I kept thinking. Asthe evening drew to a close, we allagreed that New Hampshire hadmade a good start, but that westill have a long way to go. VA..

celebrated their victories and saidgood night knowing that it wouldbe years until the real ABC's took

root Acceptance, Belonging, and

Community.

LINDIN46 414E_bE.cINNINco

I was in New Hampshirefor a week. I didn't see everything,but I got a flavor for the people inprogress and in action. The overallvision of where the schools andcommunities are going is clearinclusion is on the agenda every-where. Some places are far aheadand some lag behind, but at leasteveryone is talking about inclusion.

The largest single problemI noted was the use of adults to"shadow" or stick by child-ren inappropriately.This is indeed agood problemand it can

The struggle is for true accep-tance in the community not tokenbelonging, but real belonging. Par-ents still feel the pain of watchingtheir child be isolated and have nofriends even though she may be

I finally dragged myself backto my hotel room that night, physi-cally and emotionally drained. Iwas a mix of happy, sad, glad, andmad. Overall, I was delighted withwhat I saw I had glimpsed thefuture a hint at what is possible.

12I I .1

be easilyfixed. Surely

teachers could useextra hands to assist many

children in class who need addi-tional support. We don't want toget rid of these adults; we wantthem to become resources for theteacher and the entire class.

We also need to ask andencourage the students to getinvolved in the day-to-day prob-lem solving around challengingsituations. They are the gems outthere, just waiting for us to askfor their involvement.

I have learned the mostthese past years from listening tothe voices of parents and their chil-dren. The answers are there for allwho can see and hear not neces-sarily with eyes and ears but withhearts and souls. We need to facili-tate the natural, stand back, cry atthe silly things we did in the past,forgive ourselves, and move on.

We need to adapt and modifythe curriculum. But we must alsoadapt and modify our thinking andbehavior. We need to ask the chil-dren to help us figure out how tosupport children who present chal-

lenges. We need to sit down acrossthe generations and share ourthoughts and ideas with children.

We need to seek their opinionsand partner with them to createsomething new for the future. It isa wonderful adventure and, whendone correctly, it works. We needto lead with our hearts.

As 1 sat that night watchingthe dark come over the goldenleaves outside my window, I wasthankful that New Hampshire was

proving what many of us hadbeen advocating for

decades that allchildren can be

welcomedto ordinary schoolsin ordinary communities.I went to sleep thinking howthrilled I felt that the dream of in-clusion was truly a reality in manyplaces in this beautiful state. Thisis truly an occasion that deservescelebration.

TO4E.T1JE12_.\WC_ CAN 64ATE_ON TUE_ ICE_

How to end my reflections onthe week in New Hampshire? I sumup my thoughts while re-readingmy notes on a conversation withone of Jocelyn's junior high friends.

She said:"I think Jocelyn has the right

to be with us, to do everything wedo, even go ice skating with us. Butsome adults are worried she'll gethurt, so they don't let her go. Don'tyou think she has the right to bewith us on the ice?"

That is the question. In NewHampshire I learned once againthat listening and working togetherwith teams of educators, parents,and students is indeed the way toface our challenges. Together, wecan truly solve any problem thatconfronts us. Together, we canskate on the ice.

13

Marsha Forest

Director of Education

Centre for Integrated

Education and Community

Toronto, Canada

1992

4.12.E_

TOLINPLIZOTOIZM

we are single drops of rain,

falling silentlq into the dust,

offering scant promise

of moisture to the thirst4 land.

eut, together,

we can nourish the .Earth

and revive its. hopes. and dreams.

Together,

we are a thunderstorm.

Amity Gaige, 1990

From the published book WE ARE A THUNDERSTORMWritten and Photographed by Amity Gaige.Copyright 1990 Amity Gaige.Reprinted by special permission oflandmark Editions Inc., Kansas City, klissoun

0ne tkng the country does notunderstand is. that we don't have ackld to waste. V/e will not Le a strong

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our children... All children are essential

to America s future.

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and how to love \wholly. Andrew has

taught me that it is normal to ke differ-' , 1

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us great. Ile has taught me that no

one is perfect, Lut everyone is okay.

Sarah Dixon

3029

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42

reasures are people villo

look into my eyes anci

see my keart.

---ick eetz

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44

4fTERWOZD

Inclusion is what it is all about.Teaching all treasures is thinkingin the right direcuon. It really

hurts me when people don't teachus the important things in life, likethe vulnerability of each of us andhow there is just one chance to givefriendship a try.

Freedom is the key to unlockthe door to the future. Heed mycall, hear die great cries of the manyoppressed people. This is the mes-sage for all the world to hear. Dearones must trust and believe in ourwords that have long been silent.

Labels must be discontinued. Peo-ple are all one people underneaththe same sky Understanding andcelebration of our uniqueness isnow at hand. Friends are very im-portant to me. They are the futuretreasures that, with proper guid-ance, will grow. Hope and creativityfreedom and belief are so crucial.

People used to see me as anobody, but now I have a big voiceand I am special. Believe me, kidshave lots to say but teachers mustbelieve in them. Fight! Stand up!Believe your child can have a bigvoice, too. Never give up. Beforefacilitated communication, L waslocked up. Now people see me asa real human. Facilitated communi-cation has opened up the world's

eyes to me. Please believe I waslocked away in the most frighteninghouse ever imagined. Now, I amfree. If treasures had not believedin me, I would be no better off thanthe slaves and the people whojailed them.

Friendships happen onlywhen kids get to be together. Get-ting teachers to believe this is themost trying part of all. We're on thejutting tip of the iceberg. Together,we can meet the challenge to sup-port young people having real lives.

Rich Betz

Nashua High School

45

45

IM

TUE_ N4ME.6 ELflNiP fACE_6

As they appear from left to right:

Page 15 -Lian rodd, Judy Belanger, Erin Zoellick, Peter Zoellick

Nottingham

Page 16 Jaime Dubuque, Ryan WhedonMt. Lebanon School, Lebanon

Page 19 Mark Landry, Steve Brown, Amro Diab, Bryce Read

Souhegan High School, Amherst

Page 20 Emily Willis, Bradford Chabot, Stephen Salis,

Elizabeth BrooksCharlotte Avenue School, Nashua

Page 23 Sadie Toomey, Ryan Toomey, Miranda Bussiere,

Andrea SmolenWarren Elementary School, Warren

Page 24 Jeffrey Bogrett, Emily Palen

Lamprey River Elementary School, Raymond

Page 27 Marika Steir, Michael OwenLive and Learn Preschool, Kingston

Page 28 Knsty Daniels, Andrew Dixon, Cony Mabry,

Philip SelesnickConant Elementary School, Concord

Page 31 Madelaine Stoker, Michael SiragusaCircle of Friends Preschool and Day Care, Deny

Page 32 Ian SanbornConant Elementary School, Concord

Page 35 Stephen Thagard, Chris RoyerWeeblo Meeting, Cub Scout Pack 164, Portsmouth

Page 36 Haley Briggs, Cory Pierson, Heidi Holt

Bow Memorial Middle School, Bow

Page 39 Martha Dennerly, Jocelyn Curtin, Erin McManus

Dining out in Concord

Page 40 Victoria Trembley, Melissa Lipkin, Brandon Worster,

Tanya YoungmanSouhegan High School, Amherst

Page 43 Noah Wallace, Brianna Dillon, Patti Rollins

Swasey School, Brentwood

46

4 6

Ac4NOWLLKE_MLNIT6

here are so many peoplewho have contributed to thecreation of this book. We

would like to thank people fromthe following schools for their co-operation, patience and assistance:Conant Elementary School, RundletJunior High School, SwaseyElementary School, Mt. LebanonElementary School, Circle ofFriends Day Care and Preschool,Lamprey River Elementary School,Judy Belanger (family day careprovider), Charlotte AvenueElementary School, WarrenElementary School, Souhegan HighSchool, Bow Memorial MiddleSchool, Nashua High School, andLive and Learn Preschool.

In addition, we also wishto thank the students, families, andschools who allowed us to takephotographs that we were not ableto use in this book. There are somany stories and so few pages.

We are especially grateful toJean Clarke for her efforts, energy,and perseverance in organizing thephoto sessions; Samantha Goodalland Kristine McCrady for theirgenerous assistance; Ellen T. Frisinafor her professional creativity inmaking the words as beautiful asthe photographs; and our graphicdesigner, Linda Harmon, for herskill and talent in taking the bookfrom concept to reality.

47

We'd also like to thankRobert Kennedy, State Director ofSpecial Education, New HampshireDepartment of Education. He andothers from the Department havebelieved in us from the start andwe are thankful for their continuedsupport and guidance. Our thanksto Don Shumway, Director of theDivision of Mental Health and

Developmental Services, as well asour other colleagues at the Divisionand the Developmental DisabilitiesCouncil. They have been strongproponents of inclusion andvigorously support people withdisabilities to lead rich lives intheir communities.

Of course, our deepest appre-ciation is for the students, theirfamilies, and teachers who allowedus into their lives. Without theirvisions and dreams, this book

would never have been possible.We thank and celebrate all

of the Treasures in NewHampshire.

It. is good to kove an end to

journey towards.; Lut it. is. the

journey that matters., in the encl.

Lrsulci K. Leguin

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48

Office for Training and Educational InnovationsThe Institute on Disability/University Affiliated Program

University of New HampshireThe Concord Center Box 14

10 Ferry StreetConcord, New Hampshire 03301603-228-2084