A study was conducted to improve accessibility of the handicapped to appropriate vocational education experiences. To accomplish this purpose two handbooks for vocational administrators were designed, developed and disseminated, and a third handbook was planned. (These handbooks cover federal laws affecting vocational education for the handicapped secondary students, implementation of mainstreaming concepts in vocational education, and the administration of vocational adjustment classes or work experience coordination for handicapped students.) In addition, three individual studies were conducted to identify competencies needed by any student entering a regular vocational program in agriculture, auto mechanics, and homemaking education. From these competencies special education teachers identified those skills which handicapped students might be expected to achieve independently or with special education services. Social skills were cited as most important entry competencies. However, with special services, such as a teacher aide, handicapped students were expected to be able to achieve most of the required entry competencies. These results should be considered when designing inservice for vocational special needs personnel and when considering individual educational programs and placement. (Author/BM)