Intended for teachers in office education programs and those working with coordinated vocational-academic education programs, this material provides information for adapting the regular classroom, equipment, and curriculum to meet the particular needs of students with special needs. An introduction briefly describes the three major laws influencing vocational education for handicapped persons. The next four chapters are devoted to ways for providing instruction to students with four types of handicapping conditions: hearing impaired, mentally retarded, physically impaired, and visually handicapped. Each chapter offers a definition of the handicapping condition, a discussion of student abilities and needs, and a collection of teaching techniques and strategies relating to adaptation of physical facilities, setting of goals, adaptation of the curriculum, specialized materials and equipment, teaching methods, and modification of testing and evaluation processes. An example of how a unit of instruction may be adapted for the special needs of the students is also included. (No example is provided for the physically handicapped.) Appendixes include a reading level formula; listings of resource materials, resource organizations, articles, and special equipment and tools with their purpose and source; and information on project IMPART. (YLB)