Presented is a state-of-the-art report on individualized programing for the severely multiply handicapped based on questionnaires completed by personnel from 96 programs and site visits to 27 schools. Chapters 1-3 provide a statement of the problem and description of the sample (including demographic data and definitions of deaf-blind and multiply handicapped). Chapter 4 examines the goals and definitions of individualization for normal and multiply handicapped persons. Reviewed in chapter 5 are procedures for evaluation, referal and instructional goal setting. Data on such program factors as physical aspects, location of services and staff resources are summarized in chapter 6. Focused on in chapter 7 are alternatives for curriculum, instruction, behavior management, and materials. The written plan as it contributes to individualization is dealt with in chapter 8, and individualized programing for parents is considered in chapter 9. Program responsibilities after the child leaves are reviewed in chapter 10 including discussions of followup and program evaluation. Chapter 11 reviews the problems involved in the process and makes recommendations for improved individualization. Among eight appendixes are lists of communication, screening, self help, and cognitive assessment scales. (CL)