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Assessment of Multiply and Severely Handicapped Learners for the Development of Cross-Referenced Objectives

In recent years, the need for development of functional, activity-based programs for multiply and severely handicapped learners has been voiced. However, typically used diagnostic procedures do not provide the variety of information a teacher needs to design well-coordinated objectives. This paper presents a strategy to conduct assessments that will enable development of functional objectives that encompass learning needs from several related areas of instruction. A case study is provided to illustrate the process.