This paper profiles a school-based attempt to provide comprehensive, integrated services to early childhood students with special needs via a collaborative, team approach. In addition to describing an integrated therapy team (ITT) application of the comprehensive, integrated services approach, the report: (1) describes how this ITT attempt affected the students' learning environment and the delivery of services to students with special needs; (2) describes and analyzes the roles that team members, collaborative planning, and leadership skills played in this ITT initiative; (3) identifies variables within the school environment and culture which impeded or facilitated this attempt to provide comprehensive, integrated services to learners with special needs; (4) describes and analyzes the role that professional development played in this ITT initiative; and (5) offers recommendations regarding the collaborative skills and environmental variables essential for successful attempts to provide comprehensive, integrated services to learners with special needs. The seven characteristics of schools which support and facilitate the inclusion of special needs students are discussed, including: a sense of community; leadership, high standards; collaboration and cooperation; changing roles and responsibilities; an array of services; and partnerships with parents. (Contains 39 references.) (Author/CR)