The report describes use of the Slingerland teaching approach with language handicapped students in a magnet elementary school at Chula Vista, California, and offers guidelines to school systems interested in implementing the Slingerland approach in specific magnet schools. The development of the program is briefly traced, characteristics of children with specific language disabilities described, and the Slingerland approach explained. Staff development is focused on including a 4 week all day summer school course which provides opportunities for each participant to work daily with an individual child, lectures on the approach, and time for preparation of instructional materials. Noted are the summer school program organization, costs, and the planning of summer school institutes. Also considered are methods of program evaluation, parent involvement, and public relations. The report concludes with 15 guidelines for other districts planning to implement a Slingerland program. Stressed is the need for an outstanding change agent to sell the Slingerland approach, an understanding and believing principal, and teachers willing to use a pure Slingerland strategy. (DB)