Changes in educational philosophy are being reflected in the reduction of special education services that use a medical model. This article discusses how the move toward mainstreaming affects the traditional public school SLP role. Suggestions are presented for how to deliver inservices that describe the SLP as a "communication specialist" who is interested in analyzing a student's current curricular and social communication needs relative to teacher expectations. Guidelines for systematic screening procedures that identify at-risk populations as they make crucial shifts within the educational process are outlined. Premises for classroom-based intervention and specific goals for this type of programming are given, along with descriptions of five different models of SLP collaboration with educators and administrators. SPECIAL education service delivery is changing. This conceptual change has immediate impact upon the role of the public school speech-language pathologist (SLP). As mainstreaming becomes an increasing priority of school districts, the SLP will be expected to reflect this emphasis on helping youngsters with special needs adapt to the contexts in which they must function and use the classroom as a laboratory to nurture adaptation.Most change is the result of economic factors. When school districts find they are using 26% of the budget to service 10% of the school population (as did Tempe District #3, AZ), current practices are scrutinized. In Tempe, many self-contained classrooms were discontinued. Because the Director of Student Services is committed to a consultation model for special education, he hired additional SLP positions to help mainstream students in &dquo;verbal-ville,&dquo; the classroom. In some communities, reassessment of special service organization has resulted in reducing the SLP staff. This usually happens when administrators conceive of the SLP as a &dquo;speech correctionist.&dquo; Unless a child's special needs can be directly linked with school performance quality, service can be considered a frill. Frills are the first cuts when cost effectiveness is the issue. There are two major reasons, there-

Individuals with dyslexia can expect to have difficulties learning a second language since second language learning builds on native language learning. The factors that have a negative impact on learning one's native language have a similar impact on learning a foreign language (e.g., difficulties with phonemic awareness, retrieving and processing linguistic information, working memory, metalinguistic explanations, stabilizing sound-symbol relationships). This participant observer report provides (1) a brief review of research on how dyslexia complicates learning a second language; (2) a description of how dyslexia has affected my educational experiences; (3) a description of personal experiences learning a foreign language between 1992-1998; and (4) recommendations for individuals with dyslexia who are faced with fulfilling a foreign language requirement and for their foreign language instructors.

Five receptive and five expressive considerations are presented which serve as guidelines for the selection of informal evaluation tasks. The resulting procedure provides descriptive data on a student's auditory processing skills and his/her ability to use language for various purposes.

Some students are neurologically wired to cope with the cognitive, linguistic and memory demands of classroom communication interactions; others are not. Educators are in a position not only to help these students learn to compensate for deficit areas, but to create learning contexts in which they and the students help each other monitor the quality and content of instructional interactions. This paper: (a) reviews the subtle but significant warning signs that students show when school language seems like a foreign language; (b) discusses the ways in which educators can engage in 'meta-instruction' to ensure that the classroom offers comprehensible input to students; (c) describes instructional theories and methodologies to which language specialists (e.g. English as a second language teachers, speech pathologists) subscribe; and (d) discusses metaskills that students can learn to facilitate acculturation to school and the language-learning demands therein. Discussion will be focused on the students in the age range of 8-18 years and personal experiences of the author, who has 'a dyslexic brain', will be shared as examples of the types of difficulties encountered and coping strategies adopted. that you have not understood, knowing why you have not understood, and knowing strategies for making the information understandable are essential metacognitive skills for individuals operating in a challenging communication context. For children and adolescents with information-processing difficulties a challenging communication context is school.Think of school as a foreign-language environment for 'big kids who don't learn'. If this point of reference is accepted, then the recommendations in this paper for helping students aged 8-18 years will logically follow. That is, a combination of instructional observations and suggestions will be drawn from the disciplines of special education, speech pathology, and teaching English as a second language (ESL). The two central principles guiding recommendations are: (a) teachers need to provide comprehensible input and (b) students need to learn strategies that facilitate accurate comprehension, organization of information, and expression through speech and writing. For both teacher and student it is critical to analyse communication expectations and be aware of the source of difficulties in meeting these expectations. This paper will: (a) review the often-subtle but significant warning signs that students show when school language seems like a foreign language; (b) discuss the ways in which educators can engage in 'meta-instruction' to ensure that the classroom offers comprehensible input to students; (c) describe instructional theories and methodologies to which some language specialists (in this case ESL teachers and speech pathologists) subscribe; (d) describe metaskills that students can learn to facilitate acculturation to school and the language-learning demands therein. The author's personal experiences with her 'dyslexic brain' will be shared as examples of difficulties enc...

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