The report--half of which consists of appendixes--describes a pilot project in London, Ontario (Canada) designed to examine the issues involved in including constant communication and cooperation between classroom teachers (CTs) and learning resource teachers (LRTs) as part of the remedial process for students with learning problems. A series of seven intervention steps developed for each LRT to structure the remedial process to ensure involvement of the CT are outlined. Findings are discussed in terms of LRT/CT agreement about the student's problem and negotiation of the intervention plan, communication with the student, monitoring the program, and followup. Several problems encountered by the LRTs during the intervention procedure are examined. Various forms are appended. (DLS)