This project researched and defined learning profiles for educable mentally impaired, visually impaired, low-reading, and regular vocational students based on the communication skills, attitudes toward self and others, knowledge level, and the cultural and social factors for each group. Through analysis of these profiles, and a consideration of the decoding skills and most effective channels of communication required to elicit appropriate responses, the project defined the learning styles of each group. These styles were matched with each vocational task to determine the most appropriate strategies of communication for each group. The project developed, tested, and produced more than 1,300 instructional modules and audio-visual materials designed to accommodate the different learning styles. The vocational areas included in the modules were small engine repair, graphics, medical assistant, dietetic assistant, and maintenance and engineering. The materials were written without sex bias and to portray women and minorities in non-traditional roles. The project also identified environmental barriers to vocational education for physically handicapped students, and developed a means of analyzing required environmental modifications. Pre-revision and post-revision data from vocational instructors and each student group were accumulated to assess the effectiveness of the learning strategies. The twenty-nine sets of modules are available through ERIC (CE 017 555-583). (Author/JH)