Abstract
This article describes how partnerships among general and special education teachers and speech-language pathologists operate within a writing lab approach to enhance curriculum-based language instruction and intervention for students with and without disabilities. Areas discussed include (a) gaining invitations into the classroom, (b) establishing a routine through collaborative planning, (c) creating opportunities to address individual goals, and (d) negotiating theoretical perspectives and partner roles. The classroom- and curriculum-based but individualized nature of the approach is illustrated with probe data, and intervention goals and techniques for 2 boys, 1 from mid-second through third-grade and 1 within his fourth-grade year.