Adapted PE: who qualifies and what goes in the IEP
By the IEP Atlas editorial teamLast updated
Short answer
Adapted PE is physical education designed for a student with a disability who cannot safely or successfully take part in general PE, even with supports. IDEA requires schools to make PE available to students with disabilities, but the eligibility criteria for adapted PE are set by states and districts. Most look at motor test results, observation in PE and how the disability affects participation.
Physical education is part of a student's education, not an extra. For students with disabilities, IDEA names PE in its definition of special education and gives it a regulation of its own. That is why adapted PE (APE) shows up in IEPs, and why families and teachers often ask who qualifies and what it should look like.
This page explains the federal rules, how eligibility is decided, the range of PE options and what the IEP should say, using one fictional student. For goals, see the physical fitness PE goals and the physical therapy IEP goals pillar.
What IDEA requires for physical education
Two federal regulations do the work.
PE is part of special education. IDEA defines special education as specially designed instruction, and it lists instruction in physical education as part of that definition. The same section defines physical education as the development of physical and motor fitness, fundamental motor skills and patterns, and skills in aquatics, dance, and individual and group games and sports, including intramural and lifetime sports. It includes special PE, adapted PE, movement education and motor development.[2]
PE must be available. Under 34 CFR 300.108, schools must make PE available to every student with a disability who receives a free appropriate public education, unless the school does not provide PE to students without disabilities in the same grades.[1] The regulation then sets three points:
- Each student with a disability must be given the chance to take part in the regular PE program available to nondisabled students, unless the student is enrolled full time in a separate facility or needs specially designed PE as prescribed in the IEP.
- If specially designed PE is prescribed in the IEP, the school responsible for the student's education must provide it directly or arrange for other programs to provide it.
- A student enrolled in a separate facility must receive appropriate PE services.
Adapted PE is a special education service, not a related service. It is provided by a teacher, not a therapist. PT and OT may consult, but they do not replace PE.
Who qualifies for adapted PE
IDEA does not set eligibility criteria for adapted PE. States and districts set them, so the rules your team follows depend on where you are. Most criteria combine several of these:
- A standardized motor or fitness assessment. Many districts use a test of gross motor skills or physical fitness and set a cutoff score, stated as a percentile, standard score or age-equivalent gap. The cutoff differs from district to district.
- Observation in general PE. Can the student take part safely? Can they follow along with the activity, even with supports?
- Teacher and parent input, and medical information when relevant, such as activity limits after surgery.
- Whether supports in general PE are enough. A student who scores low but succeeds with a buddy, adapted equipment and simplified rules may not need specially designed PE.
The student must also be eligible for special education under IDEA. A student without an IEP may receive PE accommodations through a Section 504 plan.
Adapted PE does not always mean a separate class. In most districts it describes a service that can be delivered inside general PE.
The range of PE options
| Option | What it looks like | Who it often fits |
|---|---|---|
| General PE, no changes | Same class and expectations as peers | Students whose disability does not affect PE |
| General PE with accommodations | Same class, with supports such as a peer buddy, larger ball, visual schedule, extra rest | Students who can take part with supports |
| General PE with APE consult | APE teacher advises the PE teacher on modifications and goals | Students who need planned changes but not direct APE |
| APE push-in | APE teacher teaches the student inside the general PE class | Students who need specially designed instruction but benefit from peers |
| Separate APE class | Small-group or individual PE taught by the APE teacher | Students who cannot safely or meaningfully take part in general PE even with supports |
| Combination | Some days in general PE, some in a separate APE group | Students who need both skill instruction and time with peers |
Placement should follow the least restrictive environment rule: as much time with nondisabled peers as is appropriate for the student.[3] The least restrictive environment guide explains the idea. IDEA also requires schools to give students with disabilities the chance to take part with peers in nonacademic and extracurricular activities, which can include athletics, to the maximum extent appropriate.[4]
One student from referral to an APE plan
Noah is a fictional fourth grader with an IEP for reading and math. His PE teacher raises a concern in September.
- September 18: In PE, Noah cannot keep up during warm-up laps, misses most catches and trips during relay games. He sits out about 15 of 45 minutes most classes. The PE teacher has tried a softer ball and a buddy for 4 weeks.
- October 1: The IEP team requests an APE evaluation, and Noah's parents sign consent.
- November 5: The APE teacher reports results. On the district's gross motor test, Noah's locomotor and ball skills fall below the district cutoff. In observation, he catches a playground ball tossed from 8 feet on 2 of 10 tries, walks or jogs for 3 minutes before stopping, and needs repeated prompts to follow game rules.
- November 12: The team finds he meets the district's APE criteria. Plan: general PE 2 days a week with accommodations (buddy, larger ball, rest breaks) and APE push-in 1 day a week for 45 minutes, when the APE teacher works with Noah and a small group inside the class. The PT, who already sees Noah for stair climbing, consults with the APE teacher monthly.
- Goals: walk or jog continuously for 6 minutes during warm-up in 4 of 5 classes (template); catch a playground ball tossed from 8 feet in 6 of 10 trials (template); stay in a modified game for its full length in 4 of 5 classes (template).
- February 20: Noah jogs 5 minutes and catches 5 of 10. He sits out about 5 minutes per class. The team keeps the plan.
What goes in the IEP
| IEP section | What to write for PE |
|---|---|
| Present levels | Motor test results, observation numbers (minutes in activity, catches out of 10, laps), what supports have been tried |
| Annual goals | Motor, fitness or game participation goals, if the student needs specially designed PE[5] |
| Special education services | Adapted PE: frequency, duration, location (general PE or separate setting) |
| Supplementary aids and accommodations | Buddy, adapted equipment, rule changes, rest breaks |
| Supports for school personnel | APE consult with the general PE teacher |
| LRE statement | How much PE is with nondisabled peers, and why any separate time is needed |
Goal templates are on the physical fitness PE goals, sport and game skills goals and goals for the adapted PE role pages.
Rules at a glance, and where states differ
| Topic | Federal rule | Where states and districts differ |
|---|---|---|
| PE for students with disabilities | Must be made available to students receiving FAPE[1] | Not at all, except where no PE is offered to peers in that grade |
| PE as special education | PE is part of the definition of special education[2] | Not at all |
| Eligibility for adapted PE | No federal criteria | Set by states and districts: tests used, cutoff scores, required observations |
| Who teaches APE | Not specified in IDEA | Some states have an APE certificate or endorsement; others let any PE teacher provide it |
| Setting | Regular PE unless specially designed PE is prescribed in the IEP[1] | District service models and caseloads |
| PE credit and grading | Not specified in IDEA | State graduation rules for PE credit and waivers |
Questions families often ask
My child is in PE but sits out a lot. Can I ask for an APE evaluation? Yes. Ask the school in writing, describe what you see, and ask what criteria your district uses.
Is APE always a separate class? No. Many students get APE inside the general PE class, with an APE teacher or with planned changes.
Can my child skip PE because of a disability? IDEA expects PE to be available and adapted, not dropped. If your child has medical limits, the team can change activities and goals instead.
Is physical therapy the same as adapted PE? No. PE is instruction in physical education that every student receives. PT is a related service that helps a student take part in school. See school-based physical therapy and PT minutes and consult models.
The adapted physical education and eligibility glossary entries define the terms.
Frequently asked questions
Who is eligible for adapted PE?
A student with an IEP who cannot safely or successfully take part in general PE, even with supports, according to the criteria their state or district sets. Most criteria combine a motor or fitness test, observation in PE and input from teachers and parents.
Does IDEA require adapted PE?
IDEA requires schools to make physical education available to students with disabilities and to provide specially designed PE when the IEP prescribes it. It does not set eligibility criteria; states and districts do.
Is adapted PE a related service?
No. Physical education is part of the definition of special education under IDEA, so adapted PE is a special education service taught by a teacher. PT and OT are related services that may support it.
Can a student with a 504 plan get PE accommodations?
Yes. A student who is not eligible under IDEA may receive PE accommodations, such as rest breaks or adapted equipment, through a Section 504 plan.
Use it in IEP Atlas
- Physical fitness PE goals (motor skills)
- Goals for the Adapted PE role
- Sport and game skills goals (motor skills)
- Adapted physical education in the IEP glossary
- Eligibility in the IEP glossary
Related guides
- Physical therapy IEP goals: examples for school-based PT
- School-based physical therapy: what it covers and who qualifies
- PT service minutes and consult models at school
- Least restrictive environment, with examples
- IEP goals for adapted PE by sport
- How to measure fitness goals in adapted PE
- PE accommodations and rule modifications
Sources
- 34 CFR §300.108: Physical education, U.S. Department of Education (IDEA website)
- 34 CFR §300.39: Special education, Legal Information Institute, Cornell Law School
- 34 CFR §300.114: LRE requirements, Legal Information Institute, Cornell Law School
- 34 CFR §300.117: Nonacademic settings, U.S. Department of Education (IDEA website)
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.