Adapted physical education is physical education designed for students with disabilities. It aims to develop motor skills, physical fitness, and responsible behavior through physical activities tailored to students' needs and abilities. The history of adapted physical education involved excluding students with disabilities from physical education until laws like the IDEA mandated their inclusion and access to adapted physical programs. Physical education teachers now play an important role in implementing individualized instruction, including students in general programs when possible, and addressing the diverse needs of students with various disabilities through adapted physical education.

1. Adapted Physical
Education
MADE BY – ARUSHE RAUTAN
CONTENT
• Defination and meaning of adapted physical education
• History
• Aim and objective of physical edu.
• Your goal
• Disability categories defined by IDEA
• Role of Physical Education Teacher in adapted
physical education

2. Definition and meaning
 Adapted physical education is physical education designed to meet the needs of children with
disabilities. It is a service that children receive not the placement (Lieberman, 2010).
 Adapted physical education programs are those that have the same objectives as the regular
physical education program, but in which adjustments are made in the regular offerings to
meet the needs and abilities of exceptional students (Dunn, 1997).
 A physical or mental impairment that substantially limits one or more of the major life
activities of such individual. Major life activities include, but are not limited to,
walking, seeing, hearing, speaking, breathing, learning, and working.
1. Developing, implementing, and monitoring a carefully designed physical education
instructional program for a learner with a disability based on a comprehensive assessment in
order to give the learner the necessary skills for a lifetime of recreation, sport, fitness, and
wellness (Winnick, 2000).
2. The term "adapted physical education" means physical education that meets the unique
needs of any child (Sherrill, 2003).

3. History of adapted physical education
 Physical Education followed the Medical Model
(1900 – 1950)
Students with disabilities did not participate in Physical Education or they were placed
in corrective physical education, specifically students with physical disabilities. Many
students with cognitive or behavioral disabilities were in institutions and participated in
recreational activities if physically able.
 Physical education is explicitly included in the definition of special education,
according to the IDEA. This has been the case since the original law, PL 94-142
Children who do not have qualifying conditions for physical education under the IDEA
may be entitled to individualized physical education services and programs under
Section 504 of the Rehabilitation Act of 1973.

4. History of adapted physical education
 Federal Legislation - Federal and state laws govern special education services that are
to be provided for students with disabilities in a public school setting and provide some
protections for students with disabilities attending private schools.
 The Individuals with Disabilities Education Improvement Act The original federal law,
known as Public Law 94-142 or the Education for All Handicapped Children Act
(1975), set a mandated precedent ensuring that students with disabilities receive a free
and appropriate public education. PL 94-142 further mandated that physical education
services, specially designed if necessary, must be made available to every student
receiving a free and appropriate public education (FAPE). Through the various re-
authorizations of PL 94-142, now termed the IDEA (Individuals with Disabilities
Education Improvement Act, 2004),

5. History of adapted physical education
 physical education continues to be an area of curriculum specifically placed within the
definition of 20 special education. The IDEA is thus a federal law that governs the provision
of special education services for children with disabilities. The United States Code defines
special education as the following: specially designed instruction, at no cost to parents, to
meet the unique needs of a child with a disability, including: Instruction conducted in the
classroom, in the home, in hospitals and institutions, and in other settings Instruction in
physical education Physical education is distinctly outlined as an essential area of instruction
for students with disabilities, protected under the IDEA.
 According to the IDEA a child with a disability means a child with mental retardation,
hearing impairment including deafness, speech or language impairment, visual impairment
including blindness, serious emotional disturbance, orthopedic impairment, autism, brain
injury, learning disability, deafblindness, or multiple disabilities or other health impairments
that require special education or related services (OSE/RS, 2006). The IDEA defines physical
education as the development of Physical and motor fitness Fundamental motor skills and
patterns Skills in aquatics, dance, and individual and group games and sports (including
intramural and lifetime sports) Physical education includes special physical education,
adapted physical education, movement education, and motor development.

6. History of adapted physical education
The IDEA further specifies:
 General physical education services, specially designed if necessary, must be made
available to every child with a disability receiving a free and appropriate public
education.
 Each child with a disability must be afforded the opportunity to participate in the
general physical education program available to non-disabled children unless: The child
is enrolled full time in a separate facility; or The child needs specially designed
physical education, as prescribed in the individualized education program (IEP).

7. Aim and objective
• Demonstrates competency motor skills and movement patterns needed to perform a
variety of physical activities
• Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities.
• Participates regularly in physical activity.
• Achieves and maintains a health-enhancing level of physical fitness.
• Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.
• Values physical activity for health, enjoyment, challenge, self-expression, and/or
social interaction.

8. Your roles
 1. Instruction in accordance with educational plan
2. Inclusion (mainstreaming) or separate classes
3. Part of total educational team
4. Classroom teachers, special ed teachers, nurse, speech pathologist, OT/PT
5. Creates community collaborations
6. Prevent secondary disabling conditions oObesity, diabetes, cardiovascular
disease, hypertension

9. Disability categories defined by IDEA
1. Autism
2. Deaf-blindness
3. Deafness
4. Developmental delay
5. Emotional disturbance
6. Hearing impairment
7. Intellectual disability
8. Multiple disabilities
9. Orthopedic impairment
10. Other health impairment
11. Specific learning disability
12. Speech or language impairment
13. Traumatic brain injury
14. Visual impairment including blindness

10. Role of Physical Education Teacher in
adapted physical education
Teachers who teach students with disabilities need to be:
 Accepting of Individual Differences
 Creative
 Organized
 Patient
 Supportive and Caring
 Responsible
 Flexible