The overall objective of this study was to assist vocational teachers and administrators in assessing the vocational aptitudes of handicapped students by conceptualizing a model. Various parts of the model included identification of diagnostic tools and measures, the job matching process, and the development of the Individual Education Program. Teacher competencies needed to use the model effectively were categorized in four areas: vocational aptitude assessment, job analysis, instructional design, and attitudes. The study was carried out by interviewing vocational educators, evaluation lab directors, university faculty, special educators, and vocational directors in Kentucky. Site visitations to existing evaluation labs were made, and a visit to the National Center for Research in Vocational Education was made to interview specialists and review current research materials. Some parts of the model and other data were developed from and used in a vocational education seminar on "mainstreaming" held with vocational teachers. The conceptualized model provides a basis for the local schools to build an effective vocational aptitude assessment system for working with its handicapped students. It also provides suggestions for preservice and inservice preparation of vocational teachers. (Author/KC)