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The Cherokee County (Alabama) Curriculum Guide for Teachers of the Severely Handicapped focuses on four areas--elimination of maladaptive behavior, alternative forms of communication, developmental physical management, and special physical education/recreation. The section on maladaptive behavior reviews basic intervention strategies, categories of behavior, use of the assessment instrument and objective cards, the decision to eliminate behavior or replace it, and some observations on basic intervention. Following a glossary of terms are six teacher objectives with suggested interventions for particular maladaptive behaviors. Appendixes for this first section include information on administrative policy, administrative approval, a review of behavior modification procedures, a resource list of materials on behavior modification, a list of objectives, and sample assessment instruments. The second section, on alternative forms of communication, describes manual communication (Cherokee Sign System, sign language instruction); communication boards, techniques, and devices (such as encoding and simple electronic and portable aids); assessment (physical skills, motion/coordination, language skills, and the nonverbal assessment checklist); consideration in developing communication boards (such as board contents and format); and consideration in selecting electronic aids. Second section appendixes include a report by E. Shultz on Bliss Symbols, a list of selected suppliers of communication aids, samples of alternative forms of the communication checklist, and a list of objectives. A third section concentrates on physical management assessment with particular attention to cerebral palsy, spina bifida, and seizures. A glossary of terms is followed by a report on the physical implications of severe disability, illustrated descriptions of adaptive equipment, a sample assessment form, and list of objectives. A final section covers such topics as nonhandicapped patterns of motor development, developmental characteristics of play, and teaching tips; and concludes with a bibliography, a list of objectives, and a form for special physical education/recreation assessment. (SW)