The paper describes application of the collaborative/consultant model to the education of special needs students in the Mendocino Unified School District (California), a small rural district. Benefits of the model for students include reduction of stigma attached to labeling and pull-out, and for teachers, shared responsibility for instruction. At the elementary level the student study team utilizes a team problem-solving approach to develop strategies for modification of regular education classrooms to better accommodate the student with learning problems. At the high school level staffing is an intervention strategy in which the highest priority of each faculty meeting is the discussion of students about whom teachers have concerns. The resource specialist has collaborated with the regular teacher to provide direct instruction in the regular classroom to students having problems with spelling, language arts, mathematics, and computer skills. At the secondary level the resource specialist serves as the advisor to students with individualized educational programs, the provision of remedial support classes, and cooperative teaching of some regular classes. (DB)