A、She liked to do things on her own. B、She wasn’t good at making friends. C、She was left out by her classmates. D、She was too sh

After two years in our small town, we had begun to know a few people. Yet even though Amy had already spent those years with the same group of students, no one from her class chose to get to know her and become her friend. And no one picked her to be on their team in gym class or for class activities. She begged me to talk to the teacher because the teacher may allow me to talk to the kids, but the teacher replied, “No, we don’t need to tell the students anything about her disabilities. You know how mean children can be. This will only single her out.” As the start of school drew closer, Amy begged me to talk to the new teacher. This year’s teacher agreed to let me talk to the kids. I asked the kids to put one hand in their lap or behind their back. Then I asked them to tie shoelaces with the other hand only. Some students began working in pairs to have two hands available for the job. Some attempted it on their own and frustration soon showed on their faces and in their actions. Finally one boy put up his hand and said he couldn’t do this with one hand and he needed help. The rest of his classmates nodded in agreement. I began to simply explain brain injury to the class. I personalized all the information by sharing Amy’s story. Brain damage due to the stroke she suffered at birth caused both these conditions as well as learning disabilities. I smiled as I watched awareness show in the faces of her classmates.
19. What can we infer about Amy from the passage?
20. How did the first teacher think of telling the kids about Amy’s disabilities?
21. Why did the speaker ask kids to tie shoelaces with one hand?
22. What can we infer about Amy’s classmates?