This study investigated the oral and written expression of 16 learning disabled students in a special education alternative high school. Students were offered two prompts: one written, one verbal. Written and oral responses were scored according to a rubric similar to that used for the New York State High School English Regents Examination. Participants in this study seemed to have an easier time generating words in the oral format, but the quality of oral responses was not always better. In general, students performed poorly in both oral and written formats. In some cases there was a noticeable difference in the quality of the responses, and these were considered to be students who should be allowed to exhibit their knowledge in alternative formats. The weakness in written and oral skills of these students calls into question the communication skills students are being taught in special education. Rubric is appended. (Contains 13 references.) (SLD)