Active versus Passive Programming: A Critique of IEP Objectives for Students with the Most Severe Disabilities

Abstract

Students who have severe to profound mental retardation, sensory impairments, medical problems, and severe physical disabilities are often the recipients of passive programming and instruction. These students typically are individuals who have difficulty manipulating their physical and social environments and communicating their intent. This study investigated the quality of programming for students with the most severe disabilities to determine whether physical disabilities that prevent voluntary movement is a discriminating factor affecting the type of programming (i.e., active or passive). The IEPs of 35 students with severe multiple disabilities from six states were evaluated to determine the number of age-inappropriate and nonfunctional objectives, criterion-referenced objectives, and passive versus active objectives. Students were grouped according to their ability to manipulate their physical environment. Findings from this preliminary investigation suggest that both groups of students engage in a considerable number of age-inappropriate and nonfunctional objectives, and that students with very little voluntary movement received more passive instruction than students who were more physically able.