This paper argues that current practices in total communication classrooms have basically assigned the responsibility of communication to hearing-impaired students who must adapt to the variation in communication behaviors displayed by each of their teachers. The paper advocates use of a model communication and language policy designed to implement consistent linguistic input in the instruction of hearing-impaired students in total communication programs. The consistent use of a modified form of Signed English as the primary sign system and the use of American Sign Language as an intervention tool form the basis for establishing consistent linguistic input in the classroom. Following a rationale for adoption of such a policy, an appendix contains the communication and language policy that was developed for the Lansing (Michigan) School District's hearing-impaired programs. Two other appendixes describe the characteristics of modified signed English and provide a brief perspective of pidgin signs. (JDD)