As the consultation model of service delivery spreads, more and more speech and language clinicians are coming out of the therapy room and going into the classroom. Clinicians and classroom teachers can form technology partnerships as they collaborate to use microcomputer software to address the needs of children with speech and language disorders. This guide discusses several of the roles speech and language clinicians undertake as they: (1) use software as a context for communication; (2) adapt educational software; (3) integrate computer applications; (4) cue and prompt communication; (5) collaborate with teachers; (6) teach stimulation techniques; (7) serve as technical advisors; and (8) participate in software selection. The guide also examines the three stages of computer activities (precomputer, computer, and postcomputer) and the issue of whether the clinician or the student should operate the keyboard. A list of seven references and nine organizational, print, and software resources is included. (JDD)