This report summarizes activities of a three-year project whose major goals were as follows: (1) Developing an individualized modular program for inservice professional preparation of physical educators and other professionals in the motor performance assessment of handicapped students whose primary language is English, Spanish, or Vietnamese; (2) Assisting teachers in identifying and assessing handicapped students (including those who are limited English proficient); (3) Increasing the assessment competency level of teachers and clinicians so that they may develop individualized education programs (IEPs). Learning modules were developed using manuals and videocassettes narrated in English, Spanish, and Vietnamese. Assessment topics covered include procedural placement, IEP design, material selection, and methods for recording student progress in motor ability, physical fitness, skill development, and perceptual motor functioning. Inservice workshops were conducted with 168 teachers in seven locations in California. Follow-up consultations were conducted with 50 of the teacher trainees and took place after an interval of 10 to 18 months. Data collected during an evaluation phase suggested that both the individualized instructional approach (using videocassettes) and the traditional workshop format were effective in significantly improving mean knowledge scores. Three appendices, comprising nearly half the document, provide detailed data on the characteristics and performance of individual workshop participants. (JW)