This study investigated the quality of programming for students (aged 3-20) with severe multiple disabilities. The study sought to determine whether physical disabilities that prevent voluntary movement are a discriminating factor affecting whether active or passive programming is provided. The Individualized Education Programs of 35 students with severe multiple disabilities were evaluated to determine the number of age-inappropriate and nonfunctional objectives, criterion-referenced objectives, and passive versus active objectives. Students were divided into two groups based on their ability or inability to use at least one hand to manipulate objects. Both groups of students engaged in a considerable number of age-inappropriate and nonfunctional objectives, suggesting that programming efforts for all students need to be more critically evaluated. The students with physical disabilities that prevented voluntary movement were more often engaged in passive forms of interaction with their physical and social environments than the other student group; their percentage of active objectives and criterion-referenced objectives decreased. (Author/JDD)