Individualized health incentive program modules were developed for students having severe physical disabilities. Their needs fell into these categories: lack of function of the involuntary nervous system; paralysis or lack of feeling; bracing or confinement to a wheelchair; muscular weakness; arm and joint immobility; prosthetic limbs; brittle bones; diminutive size; cardiac problems; and bleeding problems. The project resulted in: (1) improvements in test scores on standardized tests of knowledge and behavior; (2) improvements in student attitudes as demonstrated by pre- and post-project questionnaires given to students, parents, and teachers; (3) development of five printed strands of health modules, each individualized according to nine disability categories; (4) consolidation of background information on each disability as it relates to each strand of health education. This background information is printed in the modules. Aimed at teachers of disabled students, it represents the combined three-year input and experience of faculty, parents, and students. The project concludes that physically disabled students need and benefit from a more extensive health education curriculum, which includes both regular and specialized health concepts, information, and activities. (Author/JD)