Policy issues concerned with the provision of continuing education programs to adult handicapped persons are examined. The current availability of only a few continuing education programs is noted, and a definition of continuing education is offered. Specific policy considerations are listed for the three areas of commonality in programing: accessibility, specially designed instruction, and cooperative community planning. Five guiding principles for policy development include: the factor that most differentiates continuing education from elementary and secondary education is the power of the individual to have decision making authority; it is important that handicapped individuals have available to them the wide range of programmatic options that are available to nonhandicapped individuals; and an administrative unit should be created at all levels to advocate and guide the development of a comprehensive program. A model of continuing education charting curricular areas against service progression is offered. (DB)