The purpose of this study was to develop and evaluate pre- and inservice models for the delivery of informational services to vocational teachers of special needs youth. The preservice model was campus-based and designed for undergraduate vocational students. The inservice model was field-based and designed for vocational teachers presently teaching in classrooms and laboratories. A special vocational needs attitude scale was developed and used to assess the attitudinal changes that occurred as a result of the inservice workshop treatment. Four two-day workshops for inservice vocational teachers were conducted throughout the state of Nebraska, involving a total of 120 teachers. The following conclusions are based upon the analysis of data and the nonstatistical observations: The workshop training assisted the participants in achieving a greater understanding and sensitivity to learners who are handicapped, members of minorities, or disadvantaged; the special vocational needs attitude scale served as a measure of treatment effectiveness as well as a focusing agent; the workshop model served well throughout the project and was transportable throughout the state; and the components of the preservice model were integrated into teacher preparation programs for vocational teachers. The attitude scale, a sample resource packet, the slide-tape narration, and the workshop outline are included in the appendixes of this document. (Author/BM)