A study was conducted to identify the vocational education needs of special populations and to describe the strategies used to meet the needs by public schools, community colleges, and community organizations. The case study method was used to collect data in 15 communities concerning the academically disadvantaged, the handicapped, the limited-English proficient, women, and Indians. Among the general findings are the following. (1) Local policy concerns are related to equity and quality of educational opportunities and greatest concern was with academic skills and proficiency requirements for graduation. (2) Definitions of special needs populations eligible for vocational education programs are the sole basis for defining their needs. (3) The planning process in general is of a short-term nature and lacks the coordination often evident at the community college level. (4) Planning activities at almost every location focuses exclusively on the academically disadvantaged and the handicapped. (5) Strategies used by local educational agencies are provided through their established student support system. (6) Rarely are there attempts to systematically assess the effects of various strategies and programs. (A more complete list of findings and descriptions are included. A special needs study concerning coordinating efforts is appended.) (BPB)