A 5-year plan to improve the delivery of services to special needs students was evaluated in Fairbanks, Alaska. The plan focused on developing a model for integrated services and reducing the number of pull-out programs by having special services staff work directly with classroom teachers. Information sources included interviews with 62 staff members and 71 parents at 6 schools. Background information is provided on types of existing services in the school district, as well as the perceptions of principals regarding integration of special services. Attention is also directed to survey results from special program staff regarding integration of services for students who are learning disabled, communication disordered, gifted/talented, emotionally impaired, mentally retarded, and deaf. Also considered are integration of services in the following programs: Chapter I reading, Chapter I migrant, Alaska Native education, and bilingual/bicultural. Findings indicated that principals are generally supportive of the philosophy of integration for most groups of children, and often the service delivery model is driven by the availability of staffing or resources. (Contains 53 references.) (SW)