This study was designed to clarify issu es re1ated to the actua1 conditions of u ni versity -attached schools for children aged 0-2 with in tellectual, multiple, or developmental disabilities , focusing particularly on cooperation with related 10cal institutions. Seven children aged 0-2 with intellectual, multiple, or developmental disabilities participated in this study. We attempted to establish a collaborative system with university experts and teachers in schools for children with disabilities , to determine the extent to which these experts and facilities engaged in systematic cooperation with the schools, and to identify the factors that contributed to such cooperatlon