This paper reviews literature and history of special education programs since passage of the Education for All Handicapped Children Act (Public Law 94-142) in 1975, and describes findings from a 1987-88 survey of special education directors in 50 states. Previous literature suggested perceived benefits and difficulties with local education agency (LEA) collaboration of special education programs. Missing, however, was any national survey or data to assist state administrators and educators in developing such collaboratives. The 1987-88 study, therefore, sought to discover: (1)how LEA collaboratives provided services; (2) whether there were more rural or nonrural collaboratives; and (3) the level of state agencies' satisfaction with collaborative systems and their characteristics. The obligation of states to insure free appropriate public education regardless of location, as defined in federal legislation, has resulted in 36 states legislating or regulating collaborative systems among their LEAs. Seventy percent of those states with LEA collaboratives are rural. Twenty-six states reported that they were "very satisfied" with the ability of their present systems to address the federal special education law. Twelve states reported being "neutral" regarding their systems for LEA collaboration. Three states were "not satisfied," and nine states did not respond. It appears that no single system for interdistrict collaboratives emerges as a panacea for all states seeking to meet requirements of Public Law 94-142. But common characteristics, including flexibility and responsiveness to membership districts, surfaced among collaboratives rated "satisfactory" by SEAs. Common weaknesses of collaboratives included high state subsidization and membership instability. This document includes four maps and five tables. (TES)