Since passage of P.L. 94-142, the number of occupational therapists being employed in public schools is increasing significantly; the implications of this trend for special education are considered. Legislation regarding occupational therapy is reviewed, particularly regarding the use of occupational therapy in the school system. Several models of service delivery are examined, including direct service, consultation, itinerant, and school/center based. Three major functions of occupational therapists in vocational readiness programs are mentioned--assessment of students, task/job analysis and evaluation of adapted equipment and environment. Finally, the program developed in one North Carolina school system to provide an effective vocational readiness program to mentally handicapped students is described. (SW)