This guide is the result of an Ohio task force which reviewed issues related to the identification, evaluation, and provision of appropriate educational services to children with language impairments. Two question and answer pages direct readers to the relevant sections of this guide. The first section, on the nature of language, looks at the scope of language; communication, modality, and language; interaction of language components; language form; use of language; and language in the classroom. Next, language in learning is considered, including language development, language differences and disorders, and language-based classroom problems. Teacher accommodations are considered in the third section. The fourth section provides guidelines for Intervention Assistance Teams including team utilization and 12 specific team activities (e.g., reviewing accommodations attempted, determining need for additional assessments, and designing an intervention plan). Multifactored evaluation activities are presented in the fifth section, with five steps in the language evaluation process delineated (from appointing the multidisciplinary team for the evaluation to developing an Individualized Education Program). The final section describes six models of speech/language service delivery (i.e., inservice, Intervention Assistance Team (IAT), collaboration, pullout intervention, classroom-based intervention, and community-based intervention). (DB)