The manual presents a methodology for teaching multihandicapped students which stresses development and utilization of classroom routines to enhance individualized instructional effectiveness. The first chapter (by Paul Carreiro and Sue Townsend) provides the theoretical basis for using a routine-based teaching approach. The second chapter outlines a framework for the implementation of this model. Chapter 3 provides detailed instructions for using the manual. The fourth chapter lists curriculum objectives for severely mentally retarded students in the areas of receptive language, expressive language, cognition, fine and gross motor skills, eating, dressing, and grooming. Objectives are coded to specific routines. Chapter 5 consists of a number of typical routines, presented in matrix form, outlining numerous curriculum objectives that can be taught in the context of these routines. In chapter 6 a teaching sequence for use in the routine context is provided for each of the curriculum objectives. Chapter 7 contains a curriculum checklist to serve as a tool for assessment as well as a record of progress. The final chapter presents an example of a learning program for a typical severely handicapped student showing the objectives for the student with teaching sequences inserted in the routines appropriate for one school day. (DB)