A project of Great Britain's Further Education Unit explored the role adult education colleges can play in facilitating access to the national vocational qualifications (NVQs) for learners with special needs and identifying barriers to NVQs for adults with special needs. The issues surrounding the current and planned changes to the NVQs are that: (1) people with disabilities have the most problems in accessing vocational training in a country where less than half the population obtain a vocational qualification; (2) predicted demographic changes will mean that people with special needs will be needed in the work force; (3) lecturers and trainers need to shift their thinking about the capacities and futures of people with disabilities; and (4) NVQ awards should be free of any barriers that restrict access to them. Five colleges were visited and staff from nine colleges attended a seminar to discuss the issues. Among the findings reported were that: (1) few colleges were providing NVQs for learners with special needs; (2) training toward NVQs was not generally seen as a primary method of employment preparation; (3) in some colleges, special needs staff were ignorant of NVQs and their role in helping learners gain employment; (4) most schools put special needs adults into existing slots rather than providing tailored programs; and (5) prevocational education and career exploration opportunities were seldom offered. Among the project's recommendations were that adults should receive NVQ credits for prior learning and credits for basic skills should count toward NVQs. (CML)