Six position papers address issues and identify relevant processes and policies relating to the least restrictive environment (LRE). The first paper highlights research findings concerning local policies relative to identification, assessment, and placement of handicapped, disadvantaged, and limited English-proficient students in vocational education programs. Other sections discuss typical coordination issues between Comprehensive Employment and Training Act programs, vocational education, and mainstreaming policies and practices. Addressed to regular and special educators, the second paper emphasizes some realistic and practical factors involved in the academic and social integration of handicapped children. The third paper draws implications for vocational education personnel development from the LRE policy. The fourth paper reviews the literature addressing the least restrictive alternative in vocational education. Experiences in delivering vocational services to teachers of handicapped students are also described. Recommendations are made for planning, staff development, curriculum, and instructional materials. The fifth paper considers the importance of advisory and advocacy input regarding the LRE. The sixth paper focuses on needs assessment pertaining to the LRE, the extent to which LRE needs assessment data are incorporated into statewide evaluation and information systems, and the interagency linkages necessary for comprehensively assessing vocational education needs relative to LRE. (YLB)