In developing modules for training vocational educators in nondiscriminatory practices, the authors of this paper saw a need for a new approach to competency identification--one that would enable teachers to use skills generalizable across many areas. A detailed review of the literature, from which twenty major project studies in competency identification were chosen for closer analysis, revealed problems in this area. Many competencies identified, for instance, lacked specificity; there was a high level of duplication of competencies across special needs areas, yet none of the lists encompassed all the special needs groups now appearing in vocational classrooms. Hence, the authors' approach to module development included the following: (1) competencies were identified from scratch using the DACUM (Develop a Curriculum) method and adopting a national perspective; (2) the 384 competencies identified, at a high level of specificity, were clarified and combined to produce a single list for teachers working with all special needs students; (3) the list was submitted to verification panels to be ranked; (4) the competencies were grouped into major areas of application. Each of the fifteen modules to be developed covers a skill applicable across special needs (and "normal") groups. The vocational teacher can be assisted in serving all students, mainstreamed or not, individually and effectively by acquiring these skills, such as "Instructional Planning,""Student Evaluation,""Promotion of Peer Acceptance,""Materials Selection/Development," or "Special Instructional Techniques." (Summary abstracts of the twenty studies are appended.) (CP)