This paper presents an approach to the future role of public school language and speech specialists designed to make them indispensable to teachers and administrators. They should move away from the pull-out method of delivering services. Instead they should work directly with students in their classroom and consult or co-teach with regular and special education teachers. Academic content should be incorporated into their service delivery in order to help the student function better in the classroom. Caseloads should be limited only to those students whose speech, language, and hearing disorders directly affect their school performance, because providing services to students who do not need intervention to succeed academically makes the specialist dispensable. Through consultation they can develop an intervention program, model it, and be responsible for the training of others to carry it out. Co-teaching provides an opportunity for language-based instruction for students with severe language disorders in separate classrooms. Regular and special education teachers and administrators should be invited to programs on speech and language. The specialists should also attend programs on regular education to increase their understanding of classroom curriculum. The bibliography provides references discussing pull-out models, communication skills of adolescents, and assessment and testing. (VW)