The article describes a pilot program to encourage independent communication in seven nonverbal children (ages 6-8) with orthopedic and/or neurological involvement or cerebral palsy. Transdisciplinary team members included the classroom teacher, speech clinician, instructional aide, computer resource person, occupational therapist, physical therapist, principal, and parents. Frequent team meetings allowed ongoing evaluation of student performance, cohesive development of individualized education programs, integration of academic and therapy goals, and formation of instructional strategies. Strategies used to facilitate academic skill development (e.g., use of multi-mode systems, individualization of language boards) and social interaction skills (e.g., modeling, field trips, interaction with peers from other classrooms) are described. The high degree of instructor time involved in preparing the communication system(s) and all aspects of individualized daily classroom instruction were noted. Modern technology was viewed as augmenting what the teacher does, but not as a panacea for educating nonverbal children. It was concluded that innovative strategies, teacher flexibility, transdisciplinary teaming, staff familiarity, and peer exposure to communication systems collectively improve the education of nonverbal children. (JW)