This paper discusses the implementation of pragmatic-oriented communication therapy at the Carl Sandburg Elementary Learning Center, a self-contained special education school. The pragmatic orientation emphasizes teaching of the communication process. It is proposed that by teaching an organization of discourse, students become more involved with, and learn to comprehend, the concept of communication. Among the goals of the pragmatic approach used with a group of 11- and 12-year olds were increasing language for specific purposes such as junior high school, and teaching students to intiate communication in a positive manner. Instructions for two activities are included. (SW)