Programs to aid disadvantaged youth in making the transition from school to work are often lacking or underdeveloped. As a result, many disadvantaged youth become unemployed, and more than half of disabled adults are unemployed. The Carl D. Perkins Vocational Education Act contains provisions for vocational services for special populations. This legislation's emphasis on special populations means that vocational education planners should assess local needs, gather new forms of information on student populations, and use new decision-making tools to plan and manage vocational education programs. The following improvements in current vocational programs are recommended to persons seeking to provide more effective services to disadvantaged learners: (1) the transition of disadvantaged youth and adults into vocational education programs can be improved by effective management of relevant information, effective recruitment practices, and appropriate counseling and assessment practices; (2) individualized planning should be improved and expanded, with supportive counseling to assure that student interests are genuine and that a match is made between student characteristics and program performance variables; and (3) additional transition assistance should be provided beyond the point at which students have completed their instruction within vocational programs. There will continue to be a need for local education agencies to review and revise policies and programs to assure that disadvantaged learners receive maximum benefits while participating in vocational training programs. Such improvements should also address individuals' efforts to make the transition from school to careers as meaningfully employed adults. (KC)