Citing other studies, this paper provides a background overview regarding the design of a lifelong career development model for severely handicapped individuals which is now in progress at the University of Missouri-Columbia. The Rehabilitation Act of 1973, the Education for All Handicapped Children Act, the Educational Amendments of 1976 (Vocational Education), and the Lifelong Learning Act of 1976 have made it imperative that such programs be developed. Lifelong learning is defined and the extent that its philosophy has pervaded modern society is described. Societal changes require new conceptualizations of self, work, and the world as a whole. In this context deficiencies in opportunity for the handicapped are documented and a new conceptual model to alleviate these needs is outlined. Principles to follow in setting up a delivery service must include viewing the client as an active agent, capable of making decisions as a partner in the process of education and rehabilitation. Through the development and implementation of the Lifelong Career Development Project, it will be possible for handicapped individuals to find the support and coordinated services necessary to enable them to function at their fullest potential and effectively meet their lifelong learning needs. The role of the community colleges to implement these goals is also discussed. A bibliography is included. (Author/MB)