The paper presents one approach to assessment and educational programming for a severely/multiply handicapped (cerebral palsy, severe mental retardation, asthma, seizures) 8-year-old boy. The curriculum based assessment and instructional recommendations reflect the position that normal developmental sequences do not solely constitute appropriate guidelines for testing and teaching severely handicapped individuals since tasks must address skills suited to the subject's chronological age. Evaluation involved both formal test results (Uniform Performance Assessment System and Autism Screening Instrument for Educational Planning) and informal test results (task analytic assessment, teacher-made attending skills test, teacher-made phonetic speech skills test, teacher-made receptive language skills test, teacher-made imitation skills test, observational pedestrian skill assessment, and checklist for assessment of recreational skills). Educational recommendations focused on structuring the learning environment to simulate the daily routine of naturally occurring events and to stress the skills of increased engagement in a task and development of a communication system. Figures and tables give such information as: a sample task analysis, a sample of a schedule of functional skills occurring at natural times during the school day, and sample plans for teaching communication skills, self-help skills, and leisure skills. (DB)