The issue involved in this research revolves around the relationship between the severely physically handicapped person, the severely or profoundly retarded person, and the vocational education facilities which are available for their occupational training. The differences in public and governmental attitudes toward handicapped workers between the Smith-Hughes Act of 1917 and the Vocational Education Act Amendments of 1968 are also noted.

As automated technology negates an increasingly large number of unskilled and semi-skilled jobs, the physically and mentally handicapped worker faces a tighter labor market requiring increased educational depth, vocational skills, and work …