This final report of the Wisconsin Family-Centered Inservice Project describes the development, testing, implementation, and evaluation of an interdisciplinary inservice course for early interventionists and parents. The inservice course focused on attitudes, knowledge, and skills in four principal topic areas: (1) family-centered care, (2) interdisciplinary and interagency teaming, (3) service coordination, and (4) problem solving. Innovative aspects included participant self-assessment of perceived competency level in content areas, participant selection of goals and activities relevant to the individual's life or job situation, development of an individualized learning plan based on the self-assessment, and use of interdisciplinary team teaching including parents of children with special needs as faculty. The semester-long course was field tested at three University of Wisconsin campuses, with adaptations presented in a variety of other settings. Quantitative evaluation revealed that participants exhibited significant changes in skills and knowledge and were highly satisfied with the course. Qualitative evaluation indicated that participants perceived the program as having a high impact on personal, programmatic, and systems levels. Appendices include a draft review of "Partnerships in Early Intervention" by Peggy Rosin and others; a self-assessment rating scale and individualized learning plan; and the course rating form. (Contains a bibliography of 53 items.) (DB)