Assessment of severely multiply handicapped children was completed via formal and informal assessment with data covering medical, ophthalmological, auditory, and educational aspects. Visual functioning was evaluated by considering the type of visual stimulus experienced, varying visual tasks, and student motivation and ability. Auditory evaluation encompassed sound awareness, discrimination, recognition, and comprehension. A co-active motor-movement component is then begun by moving the child's body to produce awareness of his/her own body and promotes a trusting relationship between student and teacher. Games in five areas (gross motor, socialization, communication, affective development, and group awareness) are individualized for each student based on assessment results. (Sample objectives and charting processes for several games are presented, along with a glossary and a list of screening tests and assessments.) (CL)