Because of the diversity, range, and combination of disabilities at the Center for Multiple-Handicapped Children, operated under the auspices of the New York City Board of Education, a unique instrument was needed for assessing functional levels, setting goals, and charting progress of handicapped children in special education facilities, regular schools, and institutional settings. The major functional areas brought into play in a child's daily life were defined and the following categories were delineated as parts of the Individual Pupil Profile (IPP): (1) Intellectual Functioning, (2) Academic Achievement, (3) Perceptual-Motor Skills, (4) Physical Functioning and Self-Help Skills, (5) Communication, and (6) Social-Emotional Development. Building on existing studies, and by consulting with area specialists, rating scales were devised in areas where existing measures were inadequate. Specifically, scales were constructed to assess achievement, communication, and social-emotional development. For the areas of intellectual functioning, perceptual-motor skills, and physical functioning, pre-existing tests were modified and incorporated into the overall structure. The IPP designed to (1) help to focus each professional involved on the specifics of the child's behavior and function, (2) encourage group thinking and lead to a comprehensive diagnostic picture, and (3) establish current levels of functioning and lend itself to both ongoing assessment of progress and to prescriptive teaching. Both the instrument and manual are included here. (RC)