A developing concern in Minnesota for the fact that a greater percentage of special needs students than non-special needs students tends to drop out of postsecondary vocational education prompted a project to promote articulation--transition--for these students into postsecondary education. A statewide survey was conducted to determine current articulation efforts aimed at facilitating the entry of special needs students into postsecondary vocational institutions, and a national survey was carried out to determine the availability of formal articulation programs and/or efforts. The results of these activities clearly demonstrated that additional efforts must be focused on this topic. A third activity was the assembly of a national symposium that focused on several aspects of the articulation question, such as development of a sound transition model, school policies and information needs, preparation of vocational educators to implement transition efforts, and development of formal, flexible transition policies and practices. The final project activity was the development of a conceptual model of articulation. The model employs ideas from various disciplines, including health care services delivery, vocational rehabilitation, and vocational psychology. It is based on the concept that the needs and resources of students and institutions must correspond; without this correspondence, students are likely to leave the program. The model developed through this project presents a rationale for helping educators to determine how to select transition services and how to provide them, based on the stragegies of correction, compensation, and circumvention. (Author/KC)