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PE Options for the IEP

Federal law requires that ALL students with disabilities age 3 to 21 must be provided instruction in physical education.

General PE

General physical education: The student attends physical education with age peers. No changes to curriculum, instruction, equipment, assessment methods or support are required for the student to participate, be successful and make progress in the general curriculum.

  • A student walks in the gym like his or her peers. Nothing different is needed.
  • This will be for many students.

PE Modifications

Modified physical education: The student attends physical education with age peers, but needs additional supports to participate, be successful and make progress in the general curriculum.

  • Anytime something is needed for a specific student to be successful in the general curriculum. The student attends class with peers and the regular PE teacher.
  • Mobility device
  • Paraprofessional or nurse
  • Alternate equipment
  • Alternate instruction/grading
  • Alternate dress requirement
  • Reduced distance or repetitions
  • Attends a Peer Partner PE class
  • Safety or health needs
  • Attendance in class is either reduced or increased

Specially-Designed PE

If students are not making progress in the general curriculum, specially-designed physical education (also referred to as “adapted” physical education) is indicated. This requires substantial adaptation of the curriculum or special curriculum development, individualization of instructional strategies, substantial equipment modifications and set up, collaboration with related 9 Contents service providers. The individual’s PE program and the environment are tailored to the student’s needs in the areas of motor development, play, fitness, recreation and lifetime leisure.

  • The student does not attend PE with peers or may not be instructed by the regular PE teacher. This is a small percentage of students.
  • The student’s behavior or health does not allow him or her to participate in the general education setting.
  • A goal is required.
  • The goal can be tied to the reason for non-participation (e.g., reduced aggressions, choice-making, time-on-task, etc.).
  • The goal may be monitored by the special education teacher or paraprofessional.
  • Activities may be done in an alternate setting rather than in the gym.
  • General PE teacher may have input.

For more information about adapted PE options, visit the Iowa IDEA Information (i3) website.

PE Options for the IEP