Children of intercountry adoption, especially those who come from institutionalized backgrounds, face tremendous obstacles. Most of them, however, surprise and please their parents and teachers as they enter school and advance through the grades! Despite their many unique needs, these children can learn and make good progress. This progress, however, is often dependent on the concerted efforts, collaboration, and determination of parents, teachers, and even the children themselves. Witness, for example, the continuing stories of Laura, Jennifer, and Olivia (see Chapter 1).
Laura, at age 9 years, 7 months, is currently in a regular fourth-grade classroom. Her mother states that she worked with Laura over the summer between third and fourth grades on reading, spelling, and mathematics and that Laura now comes home from school every day “very happy.” Although Laura claims she “hates” math, her teacher said in a recent conference with her mother that math is Laura's strongest subject. Laura is still having difficulty with some