The guide, developed by the Secondary Transition and Employment Project (STEP) in Idaho, is intended to provide students with moderate handicaps with systematic individual assessment of vocational preferences and instruction in work-related skills. The curriculum stresses parent involvement, vocational training beginning at the 7th or 8th grade levels, a cyclical approach with initial activities later repeated in more advanced or complex forms, hands-on and real life experiences, and remediation of social deficits. The curriculum is organized by broad goals. Goals 1 and 2 involve collecting and summarizing information about students' functional life skills and their vocational interests and experiences. Goals 3 and 4 are designed to help students explore individual vocational preferences by gathering information. Goal 5 gives students experience in observing work, determining skills required, and analyzing their ability to do specific jobs. Students also develop basic skills essential for obtaining employment including using the telephone, scheduling appointments, and participating in an information interview. Sample lesson plans and forms are included in the module. Lessons may be incorporated into an existing life skills special education class or presented as a separate course which might include nonhandicapped students. A description and a listing of responsible persons, materials/forms, products/outcome, and suggested start/completion date are provided for each suggested activity. Appendixes provide forms used in implementing each goal.(DB)