This paper describes the use of special "Intervention Teachers" to address the needs of severely learning disabled (LD) high school students in a Chicago Public High School. In this approach the Intervention Teacher, a trained LD teacher, consults with, helps, and observes the regular teacher's instructional plans and implementation. Intervention teachers attempt to provide effective support services to the subject area teachers and direct instruction to the learning disabled students. Much of the paper provides background to the development of the Intervention Teacher approach including the population involved, the influence of the Chicago School Reform Act which decentralized school responsibilities, the special education supervisory hierarchy in the Chicago Public Schools, the continuum of learning disabilities services in the system (e.g., mainstreaming, resource support services, cooperative team teaching, and the direct instructional approach). The needs and development of the Intervention Teacher approach in the specific school is discussed in terms of problem identification, the team approach, research and review of other programs, and the development of the Intervention Teacher position. Includes 34 references. (DB)