Strategies and techniques appropriate for providing vocational education and employment to learning-disabled adolescents and adults at both the secondary and postsecondary levels now exist. The first step involves formal and informal activities to appropriately identify learning disabled students. Formal assessments should be conducted by qualified personnel, informal assessments by vocational teachers in the classroom and shop. Vocational teachers need to be involved in the development of an Individualized Education Program and an Individualized Written Rehabilitation Program. Finally, before instruction begins, students need an orientation to the school, teachers, and instructional environment. Ten main tasks to be accomplished in the vocational education of learning-disabled students are finding a bridge builder to provide a link between vocational education, special education, and other school and community agencies; teaching skills that are in demand; teaching survival skills; teaching how to compensate for reading and writing skill deficiencies; teaching how to solve problems through learning strategies; teaching the error and correction strategy; teaching in visual, auditory, and tactile modes; teaching skill transfer; and helping to develop self esteem. A final step in the vocational education of learning-disabled students is successful job placement. (Informal assessment instruments are appended.) (YLB)