The four chapters in this resource book provide general considerations for the development of teacher-made achievement tests in science for students with visual, hearing, and/or orthopedic impairments. Chapter 1 focuses on changes in classroom testing by considering the testing of handicapped students, norm-referenced versus criterion-referenced testing, individualized educational planning, and the science test. Chapter 2 discusses the testing of visually impaired students. Topic areas addressed include: determining an appropriate testing technique; visual, auditory, and tactile testing techniques; student response to test questions; laboratory type tests; and non-teacher made tests. Chapter 3 discusses the testing of hearing impaired students, examining language considerations, item format, test administration, and non-verbal tests. Chapter 4 focuses primarily on facilitative techniques for testing motor impaired and orthopedically disabled (MIOD) students. Areas addressed include the breadth of the problem, the need to assess life function impairment (with a sample assessment included), administration techniques, accessibility, time factors, and possible mitigative testing strategies (listed according to MIOD limitation). A list of references, a list of organizations and agencies for the disabled, and glossary are provided in appendices. (JN)