Case studies of three states were conducted to examine different approaches to the development of policies concerning early intervention, family support, and interagency provisions under Part H of the Individuals with Disabilities Education Act. The study utilized a qualitative methodology aimed at discovering grounded theory (theory generated inductively from collected data) and related policy principles. Findings, discussion, and recommendations are given for three areas addressed by the study: (1) state efforts to make the service system more formal as required by Part H; (2) state efforts to deal with the tension between uniformity and diversity within their systems; and (3) concordance between state goals and policies and between services and family needs. Findings suggest that family support policy is developing around the issue of legal entitlements associated with specialized populations, in this case infants and toddlers with disabilities or at risk for developing disabilities. Recommendations encourage open discussion of beliefs about families, legal entitlements, and other themes such as the relationship between the state level which has the legal responsibility for compliance and the community level where children and families are served. (Contains 22 references.) (DB)