Limited English proficient students can learn technical concepts and skills with support services, appropriate instructional materials, and vocational English as a second language. Services for a particular program will depend upon the students' needs and skills, the requirements of a vocational area, and the scope of the training that can be…

Two Akron, Ohio programs which serve urban disadvantaged students are described. Areas examined are curriculum, support services, and staffing. (CT)

The authors discuss the special resources needed to provide vocational instruction to special needs students. Topics covered include (1) required supportive personnel, (2) requisite skills for vocational resource personnel, (3) vocational resource techniques, (4) instruction, (5) instructional materials, and (6) evaluation. (CH)

The author discusses support services related to generalizable skills instruction. She includes topics such as existing vocational training models for special needs learners and approaches for delivering support services. (CT)

The Manhattan Transition Center provides supported employment for youth with mild to severe disabilities. Local enclave worksites staffed by teacher/paraprofessional teams place participants in jobs. Under the zero-reject policy, employers and service providers are responsible for participants' personal and work-related growth. (SK)

A Pinellas County (Florida) program serves women who are single, separated, divorced, or widowed and in need of training in vocational as well as basic skills. In addition to training and financial assistance, the program offers a variety of support services such as job placement, child care funding, and transportation support. (JOW)

Significant changes in special needs provision in the Perkins Act have differing interpretations. At the heart of service delivery are two mandated assurances: vocational assessment and supplemental services. (SK)

To overcome problems faced by limited English proficient persons, vocational programs should (1) be language and culture sensitive, (2) combine language and occupational training, (3) provide comprehensive support services, and (4) develop linkages with existing public and private programs. (JOW)

Describes Georgia's Career Development Centers, model programs of support services to enable learning disabled students to enter postsecondary vocational programs successfully. Components include vocational evaluation, disability specialists, modified curriculum, counseling, and remedial instruction. (SK)