The guide is intended to help teachers of severely and multiply handicapped elementary students develop curriculum and describes techniques for the systematic consideration of needs in the areas of communication, mobility, and object manipulation. An initial section focuses on assessment strategies, including the use of teacher made skill checklists in the areas of domestic skills, recreation/leisure skills, vocational skills, community skills, and communicative intent. The transition from assessment to goals and objectives is next considered, followed by sample instructional programs and data sheets for such activities as the morning routine, hairbrushing, snack preparation, object/toy use, stapling, communication, and mobility. The samples are meant to serve as examples and are not designed for direct implementation. An implementation section centers on weekly and daily schedules, while two final sections provide information on data collection and approaches for including support staff and families. Appendices provide a list of definitions, sample assessment forms, and lists of resources for assessment tools, additional skills sequences, and communication programming. (CL)