Since the publication of the Warnock Report (DES, 1978) the behavioural objectives model of curriculum planning has become inextricably linked with the special educational needs curriculum. It has generally been taken for granted, particularly in official circles, that pupils deemed as having special educational needs are best taught when their learning is broken down (reduced) into "small steps". This article takes a critical look at the role of behavioural objectives in planning the curriculum in special education and considers alternative approaches.