PE accommodations and rule modifications

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

PE accommodations change how a student takes part, such as a larger ball or a rest break, while the PE standard stays the same. Rule modifications change what the student is expected to do, such as a shorter distance or a lowered hoop for scoring. Write each one in the IEP with what it is, when it applies, how much and who provides it.

PE supports often get written as one line: "modified PE as needed." That line tells a substitute nothing and gives the student no reliable support. Each support should say what it is, when it applies, how much and who provides it. It should also be clear whether it is an accommodation or a modification, because that changes how PE is graded.

This page gives 12 PE supports written the way they should read in an IEP, each with that check. The physical therapy IEP goals pillar covers the goals these supports sit beside.

Accommodation or modification: the deciding test

Ask: does this change what the student is expected to learn or show in PE? If no, it is an accommodation. If yes, it is a modification.

A lighter ball for a student working on throwing form is an accommodation when the standard is form. The student still shows the same form.
A shorter run for the fitness test is a modification when the standard is the full distance. The student meets a different expectation.

The same support can fall on either side depending on the standard being graded. Name the standard in the PE grading plan, then label the support. The general version of this test is in accommodations vs modifications.

The IEP must state the supplementary aids and services and the program modifications or supports for school staff the student needs.^[1] Supplementary aids and services include supports in regular classes and in nonacademic settings.^[2] PE is part of special education under IDEA, so these supports belong in the IEP like any other.^[3]

Equipment supports

Adapted balls. "During PE ball units, the student uses a larger, lighter or slower ball (such as an 8-inch foam ball or a beach ball) chosen by the adapted PE teacher. The PE teacher provides it at every ball activity." Check: accommodation when the graded standard is the movement pattern. Grading and testing: graded on the same rubric as peers.
Adapted striking tools. "During striking units, the student uses a short-handled racket, a wide paddle or an oversize bat, and may strike from a tee. Provided by the PE teacher in every striking activity." Check: accommodation for form-based standards; a modification if the standard is hitting a pitched ball. Grading and testing: note on the PE grade report if the standard changed.
Mobility equipment in PE. "The student takes part in PE using a manual wheelchair, sports chair, gait trainer or adaptive trike as set up by the PT. The PE teacher or paraprofessional trained by the PT sets up the equipment before class." Check: accommodation. Grading and testing: skills are graded in the student's mode of movement.

Rule and game modifications

Lowered or larger targets. "During basketball and target games, the student shoots at a 6-foot hoop or throws at a target twice the standard size. Applies to all scored attempts." Check: modification if the standard is scoring at a regulation hoop; accommodation if it is shooting form. Grading and testing: grade against the changed target and note it.
Shorter distances. "In fitness tests and races, the student runs or wheels half the class distance (for example, a half-mile instead of a mile). Set by the adapted PE teacher each unit." Check: modification. Grading and testing: graded on the shorter distance; the report card notes a modified standard if the district requires it.
Extra bounces, no-steal zones or a protected turn. "In ball games, the student may let the ball bounce twice before catching, and defenders may not take the ball from the student for 3 seconds. The PE teacher explains the rule to the class at the start of the game." Check: modification of game rules; the skill standard may be unchanged. Grading and testing: skill grades unaffected if the rubric is skill-based.

Space, time and pacing supports

Rest breaks. "During PE, the student may take a 2-minute seated rest after each 5 minutes of activity, or when they show the break card. The PE teacher or paraprofessional tracks breaks." Check: accommodation. Grading and testing: participation is graded on time active, not on breaks taken.
Smaller playing area or fewer players. "During team games, the student plays in a small-sided game (3 versus 3) or in a marked zone of half the court. Set up by the PE teacher each class." Check: accommodation for skill standards. Grading and testing: no change to skill grades.
Extra time to change for PE. "The student leaves the previous class 5 minutes early to change in an accessible locker room space, with paraprofessional help as listed in the IEP." Check: accommodation. Grading and testing: no effect. The locker room routine template pairs well with it as a goal.

Instruction, assessment and grading supports

Visual demonstration and picture cards. "For each new skill or warm-up, the PE teacher shows the movement and posts a picture sequence the student can see from their spot." Check: accommodation. Grading and testing: no change.
Peer partner. "During partner and team activities, the student is paired with a trained peer who tosses, retrieves balls or models the skill. Assigned by the PE teacher each unit." Check: accommodation. Grading and testing: the student is graded on their own performance.
Alternate fitness test. "For district fitness testing, the student takes the alternate items chosen by the adapted PE teacher (for example, a 6-minute walk instead of a timed mile, and a modified push-up). Scores are compared with the student's own earlier scores." Check: modification when the standard items change. Grading and testing: report the alternate items; follow district rules for reporting modified fitness scores. Participation in district and state assessments, and any accommodations, must follow the IEP and state rules.^[4]

The 12 supports at a glance

Support	Accommodation or modification	Effect on grading
Adapted balls	Accommodation (form standard)	None
Adapted striking tools	Either, by standard	Note if standard changed
Mobility equipment in PE	Accommodation	Graded in the student's mode
Lowered or larger targets	Either, by standard	Note if standard changed
Shorter distances	Modification	Graded on changed distance
Extra bounces, protected turn	Modification of game rules	None for skill rubric
Rest breaks	Accommodation	None
Smaller area, fewer players	Accommodation	None
Extra time to change	Accommodation	None
Visual demonstration	Accommodation	None
Peer partner	Accommodation	None
Alternate fitness test	Modification	Report alternate items

Grading rules for modified standards vary by state and district. Check your district's guidance before marking a report card.

Weak and strong PE support wording

Weak: "Modified PE as needed." Strong: Any item above. It names the support, when it applies and who provides it.

Weak: "Student may sit out when tired." Strong: The rest break item above. A set break schedule with a card, tracked by an adult.

Weak: "Use adapted equipment." Strong: The adapted balls or striking tools item, naming the equipment and the units where it applies.

Supports and goals work together

A support helps the student take part now. A goal teaches a skill that may reduce the support later. A student with a lowered hoop can still have a goal to make 4 of 10 shots at that hoop, then move it up. See adapted PE IEP goals by sport and how to measure fitness goals in adapted PE. Asking for a rule change is a skill too; see the rule change template. For students in wheelchairs, the wheelchair accommodations page covers supports outside PE. Template goals are on physical fitness PE goals and the adapted PE role page. Run any goal you pair with these supports through the goal checker.

Frequently asked questions

Is a lowered basketball hoop an accommodation or a modification?

It depends on what is being graded. If the standard is shooting form, a lowered hoop is an accommodation. If the standard is scoring at a regulation hoop, it is a modification, and the grade should reflect the changed standard.

Can a student be excused from PE as an accommodation?

IDEA requires PE to be available to students with disabilities, so excusing a student entirely is not the usual answer. If general PE does not work even with supports, the IEP team considers specially designed adapted PE.

Who provides PE accommodations?

Usually the PE teacher, with help from the adapted PE teacher, the PT or a paraprofessional as listed in the IEP. Each support should name who provides it so it happens in every class.

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Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
34 CFR §300.42: Supplementary aids and services, Legal Information Institute, Cornell Law School
34 CFR §300.108: Physical education, U.S. Department of Education (IDEA website)
34 CFR §300.160: Participation in assessments, 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.