Schools in the Toronto (Ontario, Canada) area have established a Resource Teacher Service (RTS) to provide necessary educational program supports for physically disabled students, their teachers, and their schools when community school placements are indicated. The principles of intervention emphasized in the RTS include pragmatic forms of assistance; collaborative relationships which stress parity, mutual respect, and team relationships; and promotion of ideas and approaches useful with both disabled and nondisabled students. Services available include educational diagnostic assessment, program development, consultation, itinerant instruction, technology support, inservice training, and disability awareness. A questionnaire was distributed to the various constituents of the RTS, such as parents, administrators, teachers, and educational assistants. Results showed that the program's high degree of specialization and intensive level of direct contact and individualization were generally well received. In general, the RTS met most expectations. Issues to be addressed in the future include: long-term planning for educational needs, more collaborative team work, training teachers with respect to assistive technology, and better planned workstation environment in the regular classroom. Includes four references. (JDD)