Occupational education faculty at two-year colleges in New York State were surveyed to determine their perceptions of the instructional problems created by disabled students in their classes. The questionnaire developed for the project also assessed faculty awareness and use of selected instructional accommodations designed to meet the needs of disabled students in their classes. A sample of 817 faculty members from 17 colleges participated. Survey findings provided a demographic profile of the faculty, an overview of the number and types of disabled students that faculty have in their classes, a listing of the primary campus sources of information on disabled students, and an examination of faculty awareness and provision of 36 special accommodations. Of special significance were faculty ratings of importance and need for more information on 20 activities, skills, and competencies related to teaching disabled students. Items from the broad categories of general understanding and instructional practices generally received the highest importance ratings and the highest percentages of requests for additional information. Open-ended questions provided faculty an opportunity to express general concerns, describe problems encountered in teaching disabled students, and list solutions or special techniques used to address those problems. (Representative comments are provided. The questionnaire is appended.) (YLB)