Comprehensive vocational assessment needs to become an integral part of vocational programming in secondary and postsecondary schools, since it is crucial in developing appropriate individualized education plans for students with special needs. A prime focus for vocational assessment should be entrance into vocational education courses. It should be based on needs of each particular student (individualized) and on entrance criteria. Major assessment techniques available for use include medical, psychological, educational, and social assessments; interviews; informal teacher assessments; standardized vocational aptitude and interest tests; vocational counseling; dexterity and coordination tests; work samples; career exploration; systematic behavior observation; and tryouts. The target population should be special needs students who should be assessed one year prior to placement in vocational education. Informal assessment to help guide students into prevocational activities can also be used to determine need for programs and curricula. State required vocational assessment should be administered so input comes from informal teacher assessments and formal, comprehensive vocational evaluation. It is best implemented through a team effort headed by a vocational evaluation specialist who has been state-certified. Such specialists require graduate training while they and team members also require continuing inservice. (YLB)