The thrust of federal legislation during the last few years has been to encourage the inclusion of handicapped persons in the mainstream of society and the educational system. Public Laws 94-142, 94-482, and Section 503 of the Rehabilitation Act of 1973, collectively, stress free, appropriate public education, education in the least restrictive environment, access to vocational programs, individualized educational programs, accessibility of facilities and programs, and nondiscriminatory practices for handicapped persons. This manual has been prepared to assist administrators and teachers to implement the provisions of these laws in programs for handicapped students in the secondary schools of Idaho. The manual has been organized in 10 program components to reflect a flow of decision making that proceeds from rationale to program evaluation. Each program component of the model addresses three areas: planning considerations, activities, and evaluation. Material covered in the component sections includes the following: rationale for secondary special education programs; advisory committee formation; assessment of occupational needs; assessment of student needs; assessment of program needs; program goals and objectives; curriculum and instruction; community resources; funding resources; and program evaluation. Appendixes to the manual contain information on data collection techniques, resources for curriculum modification, allowable uses for federal funding for special education and vocational education, and evaluation forms. (KC)