It is suggested that curricula for young multiply handicapped children should be based on well articulated child development models which specify milestones to be demonstrated as well as contexts in which they will be demonstrated. It is further suggested that the criterion of ultimate functioning should also be considered in choosing one design over another. Two areas of early development that are frequently problematic for young multiply disabled children--functional motor and sensory integration skills--are examined in terms of typical and atypical sequences of development and suggestions for curriculum design. Cautions are urged for imposing unstructured, intense sensory stimulation on the young child, and techniques for structuring appropriate levels of stimulation are discussed. Considerations in materials selection and adaptation are noted. (CL)