The curriculum guide takes a transdisciplinary approach to developing skills in severely and profoundly retarded students. The introductory section explains that the curriculum incorporates the principles of student dignity, a developmental focus, normalization and a continuum of services, and systematic teaching strategies. Offered are guidelines for stress observation and assessment, instructional planning, reinforcement, and ongoing evaluation. Six sections outline objectives, teaching methods, and materials for the following skill areas (subareas in parentheses): communication (receptive and expressive language); socialization (awareness of self and others, play, and behavior control); purposeful activities (orientation, daily routines, work skills, home skills, and community skills); and recreation (water activities, physical activities and sports, creative activities, outdoor activities, and leisure activities). Appendixes contain a checklist to chart student progress, a glossary of psychoeducational, physical, and medical terms; and a list of resources which include a basic book list, titles of reference books, and a list of assessment guides. (SW)