This paper describes how the movement of students with severe disabilities to more inclusive settings impacts on the team process, particularly with regard to the development, implementation, and evaluation of communication intervention. First, the characteristics of transdisciplinary teams as they operate in more inclusive settings are described, followed by a categorization of team processes as either team "functions" or team "structures." Team functions include assessment, goal-setting, and service provision. Team structures refer to how teams are organized (e.g., who should be part of the team) and roles within teams (e.g., facilitator, observer, recorder) as well as the mechanisms team members use to arrive at a consensus in decision-making. The importance of the team in identifying both the vision that its members hope to realize and the goals of inclusion for each student is stressed. The paper concludes with recommendations for future efforts to enhance collaboration among team members working with this population. (Contains 41 references.) (DB)