This report presents findings of a 3-year study (1995-1998) of the effects of a comprehensive system of technology services to young children with mild to severe disabilities. The system's model incorporated: (1) on-going training, follow-up and technical support for teachers, and an on-site technology support team; (2) team-based technology assessment for children with moderate to severe disabilities; (3) technology integration into the classroom curriculum; and (4) transition into public school programs. The project's major findings indicated positive outcomes for children, increased technology skills among teachers, efficacy of the on-site technology teams, and conditions that promoted maintenance of the system after completion of the funding cycle. Following an executive summary and introduction, the description of the project details components of the Early Childhood Comprehensive Technology System, methodology for accomplishing goals, and problems and their solutions. The following section summarizes results relevant to teacher outcomes, child outcomes, policy, and maintenance of a comprehensive technology system. Concluding sections address lessons learned, implications, and recommendations. An appendix summarizes principles related to establishing and maintaining an effective early childhood comprehensive technology system. A closed-captioned videotape accompanies the report. (Contains 32 references.) (DB)