Methods of effective communication between parents and school authorities are discussed with particular emphasis on the need for controlled assertiveness in dealing with specific goals. The example is given of initiating and sustaining a dialog between parent and school on the immediate need for testing a learning disabled child. The right of the parent to request cooperation from the school is pointed out, and the reasons some parents hesitate to assert this right are discussed. A guide outlining progressive steps that will achieve a significant dialog is presented. (JD)