The manual describes a curriculum for severely handicapped students which features functional skills, opportunities for practice in real life situations, elevated teacher expectations and interest, appropriate role models, and integration into the community. The central role of decisionmaking is emphasized and approaches for its facilitation considered. The community is seen as an expanded classroom and community training methods are noted, including mobility skills and options, money management in community settings, and time management skills. Issues and standards are then examined for community, domestic, career education, and career/vocational domains. Each section stresses the need for such factors as use of natural environments, natural time and activity sequences, parental and student preferences, opportunities to practice skills, systematic and frequent instruction in natural work environment, comprehensive curricula, and participation of nonhandicapped peers. (CL)