PREPARED FOR SCHOOL ADMINISTRATORS, CONSULTANTS, TEACHERS, SPEECH AND HEARING THERAPISTS, AND OTHER CONCERNED WITH EDUCATING COMMUNICATION HANDICAPPED CHILDREN IN CALIFORNIA, THE BOOKLET OFFERS HELP IN PLANNING SPEECH AND HEARING PROGRAMS. DISCUSSION OF THE NEEDS OF THE COMMUNICATION HANDICAPPED CHILD COVERS A DEFINITION OF COMMUNICATION DISORDERS AND THE SPEECH AND HEARING SPECIALIST'S FUNCTIONS, QUALIFICATIONS, SERVICES, AND RELATIONSHIP WITH THE CLASSROOM TEACHER. DISCUSSION OF LEGAL AND PROFESSIONAL FOUNDATIONS FOR A SPEECH AND HEARING PROGRAM INCLUDE SERVICES OF STATE CONSULTANTS, RESPONSIBILITIES OF SUPERINTENDENTS, AND FINANCIAL SUPPORT. ORGANIZATIONAL CONSIDERATIONS AND OBJECTIVES CONSIDERED ARE IDENTIFICATION AND EVALUATION, NUMBER OF SPECIALISTS, CASE LOAD SELECTION, LENGTH AND TYPES OF THERAPY SESSIONS, COORDINATING SERVICES, RECORD KEEPING, FACILITIES, AND SUMMER PROGRAMS. RESPONSIBILITIES OF ADMINISTRATORS, TEACHERS, THERAPISTS, AND PARENTS ARE OUTLINED. CONSIDERATION IS GIVEN TO SERVICES FOR HARD OF HEARING CHILDREN (INCLUDING A DEFINITION OF THE CHILD AND INFORMATION ON SPECIAL EDUCATIONAL SERVICES) AND TO PROGRAMS FOR DYSPHASIC CHILDREN (INCLUDING IDENTIFICATION, DIAGNOSTIC PROCEDURES, CHARACTERSITICS OF THE CHILD, SPECIAL PROGRAM COORDINATION, PUPIL PLACEMENT AND DISMISSAL, THE EDUCATIONAL PROGRAM, CLASS SIZE, EVALUATIVE PROCEDURES, AND TEACHER FUNCTIONS AND COMPETENCIES). THE APPENDIX CONTAINS REPRINTS OF TWO PAPERS ON PUBLIC SCHOOL SPEECH THERAPY, A CLASSIFICATION OF SPEECH DISORDERS, LISTS OF CREDENTIAL REQUIREMENTS, ACCREDITED TRAINING CENTERS, AND CALIFORNIA EDUCATIONAL CODE REGULATIONS PERTAINING TO SPEECH AND HEARING THERAPY PROGRAMS. SUGGESTIONS ARE MADE FOR REPORTS AND RECORDS, AND A SAMPLE ANNUAL REPORT OF THE SPEECH AND HEARING SPECIALIST IS INCLUDED. A LIST OF REFERENCES AND RECOMMENDED READINGS IS PRESENTED ON EACH MAIN TOPIC, AND AN ADDITIONAL LIST OF READINGS ON MEETING THE SPEECH AND LANGUAGE NEEDS OF MENTALLY RETARDED CHILDREN APPEARS IN THE APPENDIX. (JB)