CHARACTERISTICS OF THE SOCIOECONOMICALLY HANDICAPPED, STEPS WHICH MUST BE TAKEN TO HELP THEM SUCCEED IN REGULAR VOCATIONAL PROGRAMS, AND THE OPPORTUNITIES OPENED FOR THEM BY THE PROVISIONS OF THE VOCATIONAL EDUCATION ACT OF 1963 ARE DESCRIBED. POVERTY, RACE, AND MOBILITY ARE SOME OF THE CONDITIONING FACTORS OF THE HANDICAPPED. MANY OF THE YOUTH SHOW MUCH RESOURCEFULNESS IN COPING WITH DIFFICULT CONDITIONS. THOUGH MOST ARE DEFICIENT IN BASIC EDUCATIONAL SKILLS AND ATTITUDES, MANY HAVE POTENTIAL FOR LEARNING IN SCHOOL IN THEIR INTEREST FIELDS. SCHOOLS WITH DISADVANTAGED STUDENTS SHOULD TAKE UNUSUAL MEASURES TO HELP THEM DEVELOP STANDARDS, VALUES, AND HABITS WHICH LEAD TO RESPONSIBLE AND MATURE ADULTHOOD. BOTH PERSONAL AND ACADEMIC DEVELOPMENT ARE INVOLVED. SUGGESTIONS FOR DEVELOPING VOCATIONAL EDUCATION PROGRAMS TO MEET SUCH NEEDS GIVE THE RESPONSIBILITIES OF SCHOOL ADMINISTRATORS, TEACHERS, COUNSELORS, SUPERVISORS, AND PARENTS. A PROPOSED MODEL FOR DEVELOPING A VOCATIONAL EDUCATION PROGRAM TO SERVICE YOUTH WITH SPECIAL NEEDS GIVES DETAILED INFORMATION FOR POTENTIAL SOURCES OF FUNDS, ADMINISTRATION, INSTRUCTION, FACILITIES, COMMUNITY INVOLVEMENT, AND JOB PLACEMENT. A BIBLIOGRAPHY IS INCLUDED. THIS DOCUMENT IS AVAILABLE AS FS 5.280--80038 FOR 25 CENTS FROM SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402. (JM)