Key Responsibilities and Required Skills for Adapted Physical Education Teacher

🎯 Role Definition

The Adapted Physical Education Teacher is responsible for developing and implementing physical education curricula tailored to students with special educational needs, modifying activities and equipment to ensure accessibility, assessing and monitoring student progress, participating in IEP/504 processes, and collaborating with classroom teachers, therapists and families to promote inclusive participation and physical wellness. You will proactively advocate for inclusive physical education, maintain records, ensure compliance with state and federal requirements, and create a motivating and safe environment where every student has the opportunity to engage, grow and succeed physically and socially.

📈 Career Progression

Typical Career Path

Entry Point From:

Physical Education Teacher (General Education) with special‑education credential
Special Education Teacher with interest in motor skills and adapted curricula
Therapeutic Movement Specialist / Physical Therapist Assistant working in schools

Advancement To:

Lead Adapted Physical Education Teacher or Inclusive PE Coordinator
Special Education Curriculum Specialist – Physical Education
School or District‑level Director of Inclusive Physical Education Services

Lateral Moves:

Assistive Technology Specialist for Movement and Physical Education
Adaptive Recreation Program Coordinator
Inclusive Fitness Coach or Community Sports Integration Specialist

Core Responsibilities

Primary Functions

Assess students’ motor skills, fitness levels, perceptual‑motor and gross‑motor abilities using standardized and non‑standardized tools, and interpret findings to design individualised Adapted Physical Education (APE) programmes.
Develop, write and implement Individual Education Plan (IEP) goals and objectives specific to physical education, including modifications, accommodations and adaptive equipment recommendations.
Plan, deliver and evaluate adapted physical education lessons for individual students, small groups and full classes that focus on motor skill development, physical fitness, coordination, balance and sports participation.
Modify traditional PE activities—games, fitness circuits, team sports, aquatics, movement tasks—to ensure accessibility and participation for learners with disabilities, varying needs and abilities.
Monitor and track student progress, maintain detailed records of attendance, goal attainment, motor development and fitness outcomes, submit required reports for IEPs and district records.
Act as a member of the IEP/504 team: attend meetings, collaborate with special education teachers, therapists (OT/PT), general educators and families to ensure physical education services are integrated and coordinated.
Provide consultation, support and training to classroom teachers, general physical educators and teaching assistants on how to include students with disabilities in PE settings and how to adapt equipment/activities.
Order, manage and maintain adaptive physical education equipment and materials, ensure safety, accessibility and appropriate adaptation of tools for diverse learners.
Ensure safety in all adapted physical education environments: conduct equipment inspections, field and facility checks, train students in appropriate safety protocols, maintain a safe instructional setting.
Prepare lesson plans aligned with district curriculum standards, related service requirements and the specialized movement needs of learners with disabilities.
Facilitate transition and inclusion of students from adapted settings into general physical education classes or community recreation programs when appropriate, supporting transfer of skills and peer interaction.
Provide direct instruction in health and fitness concepts (e.g., cardiovascular fitness, strength, flexibility, nutrition), adapted to meet students’ abilities and promote lifelong wellness.
Deliver small‑group and one‑on‑one instruction in gross‑motor, fine‑motor, perceptual‑motor and functional movement skills to students requiring higher levels of support.
Engage in professional development to stay current with best practices in adapted physical education, inclusive pedagogy, assistive technology and state/federal regulations.
Foster inclusive student engagement by promoting teamwork, peer‑interaction, social skills development and student confidence in physical activity settings.
Support community‑based recreation, leisure programmes and adaptive sports opportunities for students with disabilities outside of the school day to broaden physical activity participation.
Evaluate and revise adapted physical education programmes based on student data, state assessments, fitness test outcomes and departmental feedback.
Maintain effective communication with parents/guardians, update them on student progress, involve them in goal‑setting, discuss accommodations and promote home support for physical activity.
Serve as advocate for students with disabilities ensuring their physical education rights, access to opportunities, awareness of inclusive practices and compliance with IDEA or related legislation.
Attend and participate in school and district meetings, collaborate with special education staff and general education department, contribute to school‑wide initiatives for inclusion and wellness.

Secondary Functions

Support data‑driven reviews of adapted physical education outcomes, sport participation rates and student fitness trends to inform program planning.
Contribute to the development of departmental inclusive physical education policy, equipment budget and strategic planning.
Collaborate with external agencies (therapies, community recreation centres, adaptive sport providers) to enrich student physical activity experiences.

Required Skills & Competencies

Hard Skills (Technical)

Expertise in designing and implementing Adapted Physical Education (APE) programmes for students with disabilities, including individualized goals, accommodations and modifications.
Ability to assess motor skills, perceptual‑motor abilities, fitness levels and functional movement and interpret assessment data to tailor instruction.
Proficiency in modifying PE activities, equipment, environment and curriculum to ensure accessibility and participation for learners with various disabilities.
Competency in using assistive and adaptive equipment, fitness/PE technology and specialized movement aids for inclusive instruction.
Strong lesson‑planning skills: aligning with state/district PE standards, IEP objectives, age‑appropriate activities and inclusive practices.
Record‑keeping and data‑management skills: maintaining IEP documentation, student logs, fitness test results, progress reports and compliance records.
Facility and equipment safety knowledge: conducting safety checks, managing risk, selecting appropriate adaptive equipment, ensuring safe participation.
Ability to collaborate in multidisciplinary teams (therapists, general PE teachers, special education staff) and consult effectively.
Knowledge of federal/state special education laws, IEP process, 504 plans and inclusive education frameworks.
Skilled in delivering instruction across varied settings (one‑on‑one, small group, mainstream inclusion) and adapting modalities accordingly.

Soft Skills

Excellent interpersonal communication: engaging with students, parents, staff, therapists and presenting information clearly and professionally.
High level of empathy, patience and sensitivity: working with students with complex needs, varying abilities, behavioral challenges and diverse backgrounds.
Strong organisational and time‑management skills: juggling IEP meetings, lesson planning, documentation, adaptive equipment preparation and teaching schedules.
Collaboration and teamwork: partnering across departments, sharing best practices, supporting inclusion and co‑teaching when needed.
Creativity and flexibility: designing fun, engaging physical activities that meet individual needs and adapt quickly to changing student capabilities.
Reflective and data‑driven mindset: using student outcomes to refine instruction, adapt programmes and measure effectiveness.
Advocacy and leadership: promoting inclusive PE practices, championing student access and supporting peer‑learning in staff.
Professional resilience: ability to work in dynamic environments, manage multiple site locations or itinerant assignments, and maintain high standards.
Cultural awareness and inclusivity: tailoring instruction to diverse student populations, respecting differing backgrounds, disabilities and abilities.
Motivational and mentoring ability: inspiring students to engage in physical activity, build confidence, set goals and take ownership of their movement and fitness.

Education & Experience

Educational Background

Minimum Education:
Bachelor’s degree in Physical Education, Kinesiology, Adapted Physical Education or a related field plus appropriate teacher credential or certification in Adapted Physical Education.

Preferred Education:
Master’s degree in Adapted Physical Education, Special Education, Kinesiology or related field; specialist certification or endorsement in Adapted Physical Education (e.g., APE Specialist credential).

Relevant Fields of Study:

Adapted Physical Education / Specialist in Physical Education for Learners with Disabilities
Special Education or Inclusive Education
Kinesiology, Motor Development, Physical Fitness Education

Experience Requirements

Typical Experience Range:
2–5 years of teaching or special‑education support experience, preferably with students who receive adapted physical education services.

Preferred:
5+ years of experience as an Adapted Physical Education teacher, certification/endorsement in adapted PE, experience designing and leading inclusive physical education programmes and mentoring others.