Does Adapted PE Have an Image Problem?

If you’re an Adapted Physical Education (APE) teacher, you’ve probably spent at least 10% of your day correcting people who call it “Adaptive PE” (a joke… but only kind of). While APE plays a crucial role in making physical education inclusive for students with disabilities, its visibility and recognition among educators, administrators, and parents remain inconsistent at best. So, does Adapted PE have an image problem? Let’s break it down.

1. Misunderstood or Misrepresented?

APE teachers often find themselves having to explain—not just to parents and general PE teachers, but even to school administrators and special education staff—what APE actually is. Many mistakenly believe that APE is simply modified PE, when in reality, it is a specialized instructional service provided by professionals with advanced training in adapting movement activities to meet diverse needs.

Even more frustrating is the lack of differentiation between APE and general physical education. Too often, students with disabilities are placed in general PE settings without proper support because administrators assume PE teachers can “just modify” activities. Inclusion is important, and it must be implemented with thoughtful planning and a focus on individual student needs. General PE professionals benefit from collaboration with APE teachers, who offer specialized knowledge and strategies to support inclusive physical education environments.

2. Lack of Administrator and Teacher Buy-In

A common challenge for APE teachers is the lack of support from school leaders. Research suggests that many administrators have a limited understanding of what APE entails, leading to minimal funding, staffing shortages, and professional isolation for APE teachers. Without clear administrative support, APE programs struggle to gain traction within schools.

Similarly, general education PE teachers often express mixed feelings about APE. Some view APE teachers as valuable resources and welcome their support, while others may see APE as a secondary or unnecessary service. Studies have shown that many general PE teachers feel underprepared to include students with disabilities, yet they do not always seek APE consultation due to time constraints or a lack of awareness about available resources.

3. Perceptions from Parents

Parents of students with disabilities generally value APE but often struggle to differentiate it from other related services. Many parents expect APE to function more like physical therapy, focusing on individual motor development rather than structured physical education. This misunderstanding can create tension when parents advocate for more therapy-based interventions, while APE teachers emphasize the importance of lifelong fitness, sports skills, and recreational activities.

4. The Battle for Inclusion vs. Specialized Instruction

A growing movement toward inclusive physical education has sparked debates about the role of APE. While inclusion is a fundamental goal, it must be implemented in a way that ensures students receive appropriate instruction. When APE teachers advocate for pull-out services or specialized instruction, they may face resistance from those who view full inclusion as the ideal solution. This tension can lead to APE being perceived as an outdated or unnecessary service, rather than an essential component of equitable education.

5. What Can Be Done?

APE teachers and advocates must continue to educate stakeholders about the critical role APE plays in the broader educational system. Here are some ways to improve APE’s image:

• Stronger Advocacy: National and state organizations play a vital role in promoting clearer policies, securing better funding, and ensuring stronger representation of APE within educational leadership. Organizations like the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) provide a valuable platform for advocacy, professional development, and networking among APE professionals. Getting involved with NCPEID is an excellent way to stay engaged and contribute to advancing the field. Join NCPEID here.
• Join your local organization: Getting involved with state-level APE organizations can help strengthen advocacy efforts and provide networking opportunities. Consider joining groups like:
  • MAPEC (Maryland APE Council),
  • SCAPE (California State Council on Adapted Physical Education), or
  • VAPEC (Virginia APE Consortium) to stay engaged and support APE at a local level.
• Present at Conferences: Sharing knowledge and best practices by presenting on Adapted PE topics at state and national conferences can help elevate the field, increase visibility, and advocate for better policies and resources. Engaging with professional organizations and presenting research or case studies ensures that APE is recognized as a critical educational service. Join and present at your state conference, and consider joining SHAPE America to contribute on a national level. Join SHAPE America here.
• Listen to and Share Podcasts: There are some brilliant podcasts out there that explore Adapted PE topics, advocacy, and best practices. Check out
  • The Talking Adapted PE Podcast hosted by Chris Ahrens,
  • What’s New in Adapted PE hosted by Dr. Scott McNamara, and
  • AdaptX Podcast hosted by Brendan Aylward to stay informed and connected with the latest discussions in the field.
• Improved Collaboration: APE teachers should proactively work with general PE teachers, administrators, and therapists to build stronger partnerships and enhance service delivery. This means not only offering direct support but also fostering open communication channels where APE teachers serve as valued consultants. Joint training sessions, co-teaching opportunities, and professional learning communities can help bridge gaps in understanding and practice. Additionally, engaging in collaborative problem-solving with school leadership can help integrate APE more effectively into broader school initiatives, ensuring that students with disabilities receive comprehensive, high-quality physical education experiences.
• Parent Education: Many parents don’t fully understand APE or their child’s rights under IDEA. APE teachers can help bridge this gap by providing clear communication, sharing student progress, and engaging families in the learning process. Schools should host informational sessions, webinars, and workshops in collaboration with parent education agencies and Parent Technical Assistance Centers. Creating easy-to-understand guides, offering Q&A sessions, and actively involving parents in APE discussions can empower them to advocate for their children and ensure they receive necessary services. APE teachers can partner with parent education agencies and federally funded Parent Technical Assistance Centers to provide webinars and workshops. Educating parents empowers them to advocate for their children, ensuring they receive the necessary support under IDEA.
• Stronger Branding: People remember what connects to them. Adapted PE isn’t just about modifying activities—it’s about ensuring every student has access to meaningful, high-quality physical education. We need to make our message clearer: APE teachers are specialists in movement and inclusion, creating opportunities where others see barriers. By reinforcing this identity in every interaction—with administrators, parents, and fellow educators—we can ensure that Adapted PE is recognized and respected for the vital service it provides.
• Community Engagement: A little self-promotion never hurt! If you’re looking for a great way to stay up to date, celebrate the work of APE teachers, and get access to top-tier resources, check out the Just Adapt It Newsletter! It’s designed for teachers who want to be in the know, share best practices, and continue improving their craft.

Conclusion

Adapted Physical Education is an essential service, yet its image remains unclear to many stakeholders. Whether due to mislabeling, lack of administrative support, or confusion about its role, APE often does not receive the recognition it deserves. By continuing to advocate, educate, and collaborate, APE professionals can shift perceptions and ensure that students with disabilities receive the quality physical education they need and deserve.

And in the meantime, let’s keep correcting “Adaptive PE” one conversation at a time.

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