The authors examine existing procedures and instruments used to assess the motor and perceptual/motor skills of severely/multiply handicapped infants and young children. Following an introductory section is a discussion of the rationale for the sequencing of assessment items and the limitations of the instruments for yielding specific quantitative data on the process of motor development in a severely/multiply handicapped individual. Following an introductory section is a review of instruments for qualitative measurement of motor development including the Learning Accomplishment Profile, the Marshalltown Project, Portage Project Checklist, Developmental Pinpoints, and Minimum Objective System for Pupils with Severe Handicaps. A second section focuses on quantitative measures of motor development. It is concluded from a review of research that although the initial attempts to develop quantifiable and continuous measurment procedures for assessing the motor acquisition of severely and multiply handicapped infants are promising, they are far too limited. (SBH)