THE PURPOSE OF THE STUDY WAS TO DEMONSTRATE THE FEASIBILITY OF APPLYING COORDINATED VOCATIONAL REHABILITATION, EDUCATIONAL, AND GUIDANCE SERVICES TO SEVERELY HANDICAPPED CHILDREN BETWEEN 14 AND 16 ON THE PREMISE THAT THESE STUDENTS MIGHT BE UNABLE TO TAKE MAXIMUM ADVANTAGE OF SERVICES INITIATED AT A LATER AGE. FIFTY-FIVE PHYSICALLY HANDICAPPED, 35 MENTALLY RETARDED, AND 50 EMOTIONALLY DISTURBED STUDENTS CONSTITUTED THREE UNITS, EACH OF WHICH WAS SUBDIVIDED INTO EXPERIMENTAL AND CONTROL GROUPS. BOTH GROUPS HAD AN INITIAL MULTI-PHASED APPRAISAL. THE EXPERIMENTAL GROUPS RECEIVED VOCATIONAL AND SOCIAL TRAINING 2 DAYS A WEEK FOR 15 MONTHS. BOTH GROUPS WERE REAPPRAISED AT THE END OF THE SECOND YEAR, AND INTERVIEWED 12 MONTHS LATER CONCERNING PERSONAL, SOCIAL, EDUCATIONAL, AND VOCATIONAL ADJUSTMENT. STUDENTS IN THE EXPERIMENTAL GROUP IN THE PHYSICALLY HANDICAPPED UNIT SHOWED IMPROVEMENT IN INTELLECTUAL LEVEL OF FUNCTIONING, SCHOOL ACHIEVEMENT, AND VOCATIONAL PROGRESS. ACHIEVEMENT RESULTS OF THE MENTALLY RETARDED WERE INCONCLUSIVE. OF ALL THE GROUPS, THE EMOTIONALLY DISTURBED SHOWED THE LEAST AMOUNT OF CHANGE IN INTELLECTUAL, SOCIAL AND VOCATIONAL AREAS. INCLUDED ARE STATISTICAL TABLES, DETAILED SOCIOLOGICAL AND MEDICAL DATA, THUMBNAIL SKETCHES OF THE PERFORMANCE HISTORY OF EACH OF THE EMOTIONALLY DISTURBED STUDENTS, AND SAMPLES OF THE INSTRUMENTS USED IN THE STUDY. (JK)