Adapted Physical Education

​​Adapted Physical Education (APE) is physical education that has been modified to fit the needs of individuals with various physical and intellectual disabilities. Students receive Individualized Education Plans (IEP’s) that indicate the support needed to enhance the psychomotor, cognitive, affective, and health related domains. In some circumstances the APE teacher works alongside a Physical Therapist and Occupational Therapist in their school/community to implement evidence-based practices. APE also utilizes the Least Restrictive Environment (LRE) approach, which states that learners with disabilities must be taught in the least restrictive environment in order to be successful. This can range from full inclusion in a traditional class to teaching in a one on one setting. ​​
Factors Affecting Performance in Physical Education:
  • Ability to Focus
  • Age
  • Cognitive Understanding
  • Disability Contraindications
  • Experience
  • Health Related Fitness
  • Self-Resonsibility/Control
  • Sensory Perception
  • Skill Related Fitness
  • Skill Specific Abilities​
APE at Green Lake Elementary
SHAPE America Appropriate Practices
  • 1.6.1 Physical educators implement the special education process for students with disabilities as outlined in their individualized education programs and/or the school’s accommodations.
  • 1.6.2 Lessons/activities are adapted for overweight students (e.g., distance and pace runs are made more appropriate). Students are encouraged to undertake appropriate levels of activity for their own improvement.​
  • 1.6.3 Physical educators provide appropriate experiences for students with temporary medical limitations (e.g., a student with a broken arm can ride an exercise bike). 
​TEACHING STRATEGIES
  • Bring in guest speakers to talk about their disabilities, the challenges they face, how they overcome these challenges, and their abilities and accomplishments.
  • Create a positive atmosphere with a growth mindset. Negative attitudes is a big barrier to physical activity and attempts.
  • Create an inclusive atmosphere that bonds students with and without disabilities (ie. peer mentors or support groups).
  • Get to know the individual students and their support system: students’ sibling(s), parent(s), paraeducator, special education teacher, occupational therapist, communication therapist, physical therapist, etc.
  • Have high expectations for your students and don’t underestimate their abilities.
  • ​Know what the law requires and advocate for the rights of Individuals with Disabilities (IWD).
  • Learn about the various disabilities at your school. Recognize the characteristics of each disability, limitations and restrictions, and modifications.
  • Provide instruction in multiple modalities: visual (pictures, demonstrations, task cards), audio (adjust speed and tone, sign language), and kinesthetic (physically assist students in activity).
  • Stay up to date with current practices and the programs available to IWD.​​
  • Use assistance when needed: peer-tutor, paraeducator, interpreter, etc.
  • Utilize visual aids, "check-off" or "to-do" lists, "this then that" cards, schedules, guides, whiteboards, and routines.
VIDEOS
"How To" Videos (Playlist)
DIY Modifications for APE
Resources Used for this Page