PHYSICAL EDUCATION FOR 
INFANTS, CHILDREN, AND YOUTH 
WITH DISABILITIES

A Position Statement
2003

Adapted Physical Activity Council 
of the 
American Association for Active Lifestyles and Fitness 
(AAALF)
 
Physical activity provides meaningful movement experiences and health-related fitness for all individuals in order that they may have the opportunity to acquire the motor skills, strategies, and physical stamina necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness.  A quality physical education program provides the foundation for a healthy, happy, and physically active lifestyle. Infants, children, and youth with disabilities have the right to receive the full range of benefits from physical education just as their able bodied peers.  Benefits include the development of motor skills and physical fitness, as well as the opportunity to participate in play, active leisure, aquatics, recreation, outdoor adventure, and sport experiences. Physical education activities should be developmentally appropriate while recognizing individual differences in learning styles and rates regardless of age.  
Adapted physical education for individuals with disabilities is a body of knowledge encompassing  (a) movement science, skill development, physical fitness, and social and psychological constructs; (b) comprehensive assessment practices; (c) development, implementation and monitoring of appropriate and meaningful psychomotor skill and fitness pedagogy, including sports, dance and aquatics; (d) advocacy for equal access to a healthy lifestyle and active leisure pursuits; and (e) public law. 
	A disability is any physical or mental impairment that substantially limits an individual person in one or more of his/her major life activities (such as walking, talking, breathing, or working). Infants, children, and youth with disabilities need opportunities to participate in physical education as much as their nondisabled peers.  A quality physical education program stimulates the central nervous system for optimal growth and development, assists in bone mineralization, promotes the maintenance of lean body tissue, reduces obesity, improves the function of the heart and develops movement skills that are necessary for an active lifestyle. Furthermore, for many individuals with disabilities, movement is an avenue for learning and can lead to increased physical independence and mobility.  Physical education can help individuals with and without disabilities learn to work and play together in movement and recreational activities available to all members of the community.  Through a quality physical education program that provides challenging activities, infants, children, and youth with disabilities develop self-esteem by way of increased perceived physical competence, self-confidence, assertiveness, independence, and self-control.
The Individuals with Disabilities Education Act (IDEA) mandates physical education, specially designed if necessary, be available to all infants, children, and youth with disabilities from birth to 21-years old receiving a free appropriate public education.  IDEA defines physical education to include (a) physical and motor fitness; (b) fundamental motor skills and patterns; (c) health related fitness; (d) motor fitness; and (e) skills in aquatics, dance, individual and group games, and sports.  In addition, most state education regulations require physical education for all students be included in the curriculum.  If the Individualized Education Program (IEP) team prescribes specially designed or adapted physical education for a student with a disability, then the public agency responsible for the education of that student shall provide the service.  
Adapted physical education is physical education that is personalized and specially designed to address the individual needs of infants, children, and youth who have disabling conditions that require modifications to the general program of physical education in order to benefit from instruction.  The process for initiating a specially designed adapted physical education program begins with a referral, parental consent, and a formal assessment that reflects the student’s true abilities.  The assessment must be  administered by qualified personnel. At an IEP team meeting the results of the assessment will be discussed and the IEP document will contain a written statement of the student’s present levels of performance, annual goals, and short-term objectives for adapted physical education if the IEP team determines the service will be provided.  A qualified professional will provide direct services in adapted physical education to the student. 
While the Federal law, IDEA, states that persons must be “qualified” to provide physical education services to students with disabilities the definition of  “qualified” is determined by each state.  Unlike other special education areas (i.e., teachers, speech therapists, etc.) most states do not have a special or unique certification for teachers of adapted physical education The Adapted Physical Education National Standards were developed in 1994 in order to define minimum competencies teachers need to deliver appropriate physical education services to students with disabilities.  These standards, along with a national certification examination are in place to ensure that qualified professionals provide physical education instruction for students with disabilities.  Teachers that have met the criteria of the national standards have passed a certification examination and are described as Certified Adapted Physical Educators (CAPE’s). 
This comprehensive service delivery system of adapted physical education in the public schools is one of the most important concepts of IDEA legislation.  Adapted physical education helps ensure all infants, children, and youth with disabilities have an opportunity to develop the fundamental motor skills and physical fitness necessary for a lifetime of participation in active leisure time pursuits, exercise, recreation, and sport.
It is the position of the Adapted Physical Activity Council of the American Association for Active Lifestyles and Fitness (AAALF) of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) that:
1.	All infants, children, and youth with disabilities from birth to 21-years old are entitled to and shall receive a quality motor development and/or physical education program specially designed if necessary.
2.	All infants, children, and youth with disabilities from birth to 21-years old should receive motor development and/or physical education instruction with identified learning goals, and including a variety of developmentally appropriate activities in many or all of the following areas; motor skills, physical fitness, play, aquatics, active leisure, recreation, outdoor adventure, and sport experiences.
3.	All infants, children, and youth with disabilities from birth to 21-years old who require a specially designed physical education program should have that program documented appropriately in the Individualized Family Service Plan (IFSP) or the Individualized Education Plan (IEP).
4.	All infants, children, and youth with disabilities from birth to 21-years old who need a specially designed physical education program to benefit from physical education should receive instruction in physical education from a qualified physical educator.
5.	All physical education teachers of inclusive physical education classes shall have access to adapted physical education consultants and resources.
6.	Facilities that provide physical education services to infants, children and youth from birth to 21-years must be accessible in accordance with federal law.

Developed by a team of professionals from the Adapted Physical Activity Council of the
American Association for Active Lifestyles and Fitness, ©
Reston, VA  2004

April Tripp, Ph.D., CAPE, University of Illinois at Urbana-Champaign
Cindy Piletic, Ph.D., Ball State University
Garth Babcock, Ph.D, Eastern Washington University

This paper  presents the official position of the American Association for Active Lifestyles and Fitness