Two manuals address self-advocacy and assertiveness training for college students with language learning disabilities (LD) and their tutors. Part I examines the positive use of assertiveness and self-advocacy. Assertiveness is distinguished from aggressiveness, and the importance of assertiveness in the lives of LD college students is underlined. Self-advocacy is viewed as a cycle containing four stages: targeting, preparing, influencing, and following up. Part II presents a transcript from a video tape describing a self-advocacy procedure for LD students in dealing with potentially negative situations. Examples are provided of how to target the needs of a particular situation, prepare to meet those needs, manipulate those factors which influence the success or failure of the student's interactions, and obtain closure. Students are shown how to analyze their strengths and weaknesses and systematically apply the principles of self-advocacy. Three simulations illustrate common problems facing LD persons in educational and employment settings. (CL)