Fact Sheets

In this Section

• For Adapted Physical Education Teachers 
• For General Physical Educators 
• For Teachers and Other Specialists 
• For Administrators 
• For Parents and Guardians of Elementary Students 
• For Parents and Guardians of Middle School and High School Students 

Guidance Summary for Adapted
Physical Education Teachers

Physical Education is defined as: The development of (A) Physical and motor fitness, (B) Fundamental motor skills and patterns, and (C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports) and (ii) includes special PE, APE, movement education, and motor development (IDEA; Federal Register 1997: 42480; CFR 300.17)

Adapted Physical Education is defined as a program to meet the unique needs of an individual with a disability who is unable to be successful in the general PE program/environment. It is personalized and specially designed to address the individualized needs of students who have disabling conditions that require modifications to the general program of physical education in order to benefit from instruction. APE teachers support the general physical education program by working towards Connecticut Physical Education Standards (IDEA, Public Law 105-17).

Adaptations, accommodations, and modifications within the existing general physical education program shall be documented before a child is referred to adapted physical education. 

When the manifestation of disability is suspected of preventing a student from benefiting from general physical education, adaptations/modifications to the physical education curriculum and/or instruction should be made prior to referring a student to adapted physical education. If the general PE teacher is uncertain of how to adapt to the student's needs an informal consultation with the APE might be appropriate. For those students with significant manifestation of disability it may be appropriate to make an immediate referral to the APE teacher.

Some general physical educators are unclear as to how they can modify instruction, equipment and participation for their students who have disabilities. In such cases, the APE teacher may provide consultation to these teachers for the purpose of helping them identify different instructional strategies, modifications, and/or adaptations which may allow for meaningful participation in the least restrictive environment. Often, students with disabilities can participate successfully in general physical education if rules are modified, equipment is changed, the student is permitted to play a specific position on a team, or provided with a peer tutor or "buddy."

Once the child is identified as having a disability, is determined by the IEP team (PPT) to be eligible for special education, and the results of assessment indicate that performance in physical education is adversely affected, then specific physical education services must be addressed. 

A student typically is determined to be eligible for special education services prior to being considered for APE services. 

The following criteria are considered by the IEP team to determine eligibility for APE services: 

• Lack of success in general PE curriculum or environment despite modification/adaptation provided by general PE teacher 
• Results of physical/motor assessment 
• Determination that the problem interferes with the student's ability to participate in his/her physical education program or at play 
• The student is unable to obtain reasonable benefit without modification or adaptation to the educational program by an Adapted Physical Education Teacher 
• Positive change in the student as a result of intervention by the Adapted Physical Educator or or negative change without intervention would be likely 

If the student demonstrates deficits in the motor, behavioral or cognitive areas, but is participating successfully in general PE, then the student would not require the specialized programming of adapted physical education. Likewise, students with disabilities of a temporary nature, such as broken bones or short-term illnesses, are not eligible for Adapted PE. Students who a physician has determined may not safely participate in general PE may not participate in Adapted PE. 

Adapted PE assessment must be made by a certified PE teacher, highly qualified to address adapted physical education needs trained in gathering date through diagnostic tests; curriculum based instruction, observations, checklists, etc. The educator should similarly be highly qualified in scoring assessments, interpretation of scores, and recommendation of appropriate programming. Knowledge of physical education standards and benchmarks, as well as leisure lifestyle analysis for transition planning is essential. 

Least Restrictive Environment: (IDEA)

To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and service cannot be achieved satisfactorily. 

Students are entitled to receive instruction in the least restrictive environment. The least restrictive environment refers to adapting or modifying the physical education curriculum and/or instruction to address the individualized abilities of each child within general education, to the degree possible. Placement decisions are documented on the IEP. Within the general physical education setting adaptations are made to ensure that each student will experience success in a safe and accessible environment. The least restrictive environment should allow for meaningful participation in the physical education curriculum and activities. 

Placement may include any of the following:

• The general physical education setting. 
• The general physical education setting with a general PE teacher making curriculum accommodations. 
• APE teacher consultation with general PE teacher (paraprofessional to be included). 
• APE teacher collaborative teaching with general PE teacher (paraprofessional to be included). 
• Direct APE instruction provided to student(s) by an APE teacher outside of the general physical education setting. 

Adapted Physical Education Teacher, Occupational Therapist, Physical Therapist

Occupational and physical therapy services are related services under the IDEA. The purpose of school based occupational and physical therapy is to support a student’s access to special education programming. 

Physical education is a federally mandated component of special education services. APE is a primary rather than related service. This means that physical education needs to be provided to the student with a disability as part of the child’s special education. Physical education and adapted physical education are educational programs. OT and PT are support services whose objective is to facilitate access to educational programming.When a student receives multiple services such as: APE, OT, or PT, a collaborative approach among service providers is required to ensure generalization of skills across environments. In a collaborative model each service provider will be reinforcing the objectives and activities of the other service providers in order to maximize the student’s benefit from special education programming. 

General Physical Education Teacher & APE Teacher may play a role in the Individual Transition Plans (ITPS).

The transition curriculum revolves around three main areas: instruction, community living and employment. Physical education programming, in the area of instruction, might focus on helping the student access community recreation centers and leisure activities.

(Source: Colorado Department of Education 2007, 34-36. Reprinted and adapted by permission.)

Guidance Summary For General Physical Educators 

Physical Education is defined as: The development of (A) Physical and motor fitness, (B) Fundamental motor skills and patterns, and (C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports) and (ii) includes special physical education, adapted physical education, movement education, and motor development (IDEA; Federal Register 1997, 42480; CFR 300.17).

Adapted Physical Education is defined as:  A program to meet the unique needs of an individual with a disability who is unable to be successful in the general PE program/environment. It is personalized and specially designed to address the individualized needs of students who have disabling conditions that require modifications to the general program of physical education in order to benefit from instruction. APE teachers support the general physical education program by working towards Connecticut Physical Education Standards (IDEA; Public Law 105-17). 

Adaptations, accommodations, and modifications within the existing general physical education program shall be documented before a child is referred to adapted physical education. 

When the manifestation of disability is suspected of preventing a student from benefiting from general physical education, adaptations/modifications to the physical education curriculum and/or instruction should be made prior to referring a student to adapted physical education. If the general PE teacher is uncertain of how to adapt to the student’s needs, an informal consultation with the APE might be appropriate. For those students with significant manifestation of disability it may be appropriate to make an immediate referral to the APE teacher. 

Some general physical educators are unclear as to how they can modify instruction, equipment and participation for their students who have disabilities. In such cases, the APE teacher may provide consultation to these teachers for the purpose of helping them identify different instructional strategies, modifications, and/or adaptations which may allow for meaningful participation in the least restrictive environment. Often, students with disabilities can participate successfully in general physical education if rules are modified, equipment is changed, the student is permitted to play a specific position on a team, or provided with a peer tutor or “buddy.” 

Least Restrictive Environment:  (IDEA)
To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and service cannot be achieved satisfactorily.

Students are entitled to receive instruction in the least restrictive environment. The least restrictive environment refers to adapting or modifying the physical education curriculum and/or instruction to address the individualized abilities of each child within general education, to the degree possible. Placement decisions are documented on the IEP. Within the general physical education setting adaptations are made to ensure that each student will experience success in a safe and accessible environment. The least restrictive environment should allow for meaningful participation in the physical education curriculum and activities.
Placement may include any of the following: 

• The general physical education setting. 
• The general physical education setting with a general PE teacher making curriculum accommodations. 
• APE teacher consultation with general PE teacher (paraprofessional to be included). 
• APE teacher collaborative teaching with general PE teacher (paraprofessional to be included). 
• Direct APE instruction provided to student(s) by an APE teacher outside of the general physical education setting 

Adapted Physical Education Teacher, Occupational Therapist, Physical Therapist

Occupational and physical therapy services are related services under the IDEA. The purpose of school based occupational and physical therapy is to support a student’s access to special education programming. 

Physical education is a federally mandated component of special education services. APE is a primary rather than related service. This means that physical education needs to be provided to the student with a disability as part of the child’s special education. Physical education and adapted physical education are educational programs. OT and PT are support services whose objective is to facilitate access to educational programming. 

When a student receives multiple services such as: APE, OT, or PT, a collaborative approach among service providers is required to ensure generalization of skills across environments. In a collaborative model each service provider will be reinforcing the objectives and activities of the other service providers in order to maximize the student’s benefit from special education programming. 

General Physical Education Teacher & APE Teacher may play a role in the Individual Transition Plans (ITPS). 

The transition curriculum revolves around three main areas: instruction, community living and employment. Physical education programming, in the area of instruction, might focus on helping the student access community recreation centers and leisure activities.

(Source: Colorado Department of Education 2007, 37-38. Reprinted and adapted by permission.)

Guidance Summary for Teachers
and Other Specialists 

Physical Education is defined as: The development of (A) Physical and motor fitness, (B) Fundamental motor skills and patterns, and (C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports) and (ii) includes special physical education, adapted physical education, movement education, and motor development (IDEA; Federal Register 1997, 42480; CFR 300.17). 

Adapted Physical Education is defined as a program to meet the unique needs of an individual with a disability who is unable to be successful in the general PE program/environment. It is personalized and specially designed to address the individualized needs of students who have disabling conditions that require modifications to the general program of physical education in order to benefit from instruction. APE teachers support the general physical education program by working toward Connecticut Physical Education Standards (IDEA, Public Law 105-17). 

Adapted Physical Education Teacher, Occupational Therapy, Physical Therapy: 

Occupational and physical therapy services are related services under the IDEA. The purpose of school based occupational and physical therapy is to support a student’s access to and benefit from special education programming. 

Physical education is a federally mandated component of special education services. APE is a primary rather than related service. This means that physical education needs to be provided to the student with a disability as part of the child’s special education. Physical education and adapted physical education are educational programs. OT and PT are support services whose objective is to support or facilitate access to educational programming.

When a student receives multiple services such as: APE, OT, or PT, a collaborative approach among service providers is required to ensure generalization of skills across environments. In a collaborative model each service provider will be reinforcing the objectives and activities of the other service providers in order to maximize the student’s benefit from special education programming. 

Occupational therapy and physical therapy services/activities are not an appropriate substitute for APE instruction. Keep in mind, OTs and PTs are related services providers, not certified as educators and therefore not qualified to deliver physical education instruction or adapted physical education instruction.

Referring Students to APE:

Adaptations, accommodations, and/or modifications within the existing general physical education program shall be documented before a child is referred to adapted physical education. 

When the manifestation of disability is suspected of preventing a student from benefiting from general physical education, adaptations/modifications to the physical education curriculum and/or instruction should be made prior to referring a student to adapted physical education. If the general PE teacher is uncertain of how to adapt to the student’s needs, an informal consultation with the APE teacher might be appropriate. For those students with significant manifestation of disability it may be appropriate to make an immediate referral to the APE teacher.

Some general physical educators are unclear as to how they can modify instruction, equipment and participation for their students who have disabilities. In such cases, the APE teacher may provide consultation to these teachers for the purpose of helping them identify different instructional strategies, modifications, and/or adaptations which may allow for meaningful participation in the least restrictive environment. Often, students with disabilities can participate successfully in general physical education if rules are modified, equipment is changed, the student is permitted to play a specific position on a team, or provided with a peer tutor or “buddy.” 

Use of Instructional Assistants: 

The primary role of the paraprofessional when supervised by the Adapted Physical Educator is to support the educational program developed for the student. This might include attending general physical education with the student, providing additional practice outside of scheduled class time, or assisting in educationally planned recreational experiences in transition programs.

Paraprofessionals are to assist the APE teacher & general physical education teacher. Services provided are under supervision of the APE teacher. Paraprofessionals can provide valuable assistance to the APE teacher during the implementation of APE services. A paraprofessional can help in a variety of ways, some of which include lifting students, positioning, providing instructional prompts, monitoring and reinforcing student behavior, setting up and cleaning up equipment, leading a small group, reinforcing skills and supervising student safety. Paraprofessionals are assigned to classrooms or individual students and their duties may include attending APE & general physical education with the students. In these cases, the paraprofessional should be prepared to work under the supervision of the APE teacher during APE instruction and the general PE teachers during general PE in order to support the students’ meaningful access to PE programming.

(Source: Colorado Department of Education 2007, 39-40. Reprinted and adapted by permission.)

Guidance Summary For Administrators 

The National Consortium for Physical Education and Recreation for Individuals with Disabilities (NCPERID) (www.ncperid.org) defines adapted physical education as the following:
Adapted Physical Education is physical education which may be adapted or modified to address the individualized needs of children and youth who have gross motor developmental delays. This service should include the following:

1. Assessment and instruction by qualified personnel for children with disabilities and developmental delays. 
2. Accurate assessment data, diagnosis, and curriculum-based data collected by qualified personnel. 
3. Individualized Education Program (IEP) Goals and Objectives/Benchmarks written by qualified personnel. 
4. Instruction in a Least Restrictive Environment (LRE); placement may include one or more of the following options: 

• The general physical education setting 
• The general physical education setting with a general PE teacher making curriculum accommodations. 
• APE teacher consultation with general PE teacher (paraprofessional included). 
• APE teacher collaboratively teaching with general PE teacher (para professional included). 
• Direct APE instruction provided to student(s) by an APE Teacher. 

Federal Legislation: 

The IDEA requires the provision of equal access to public education. According to the federal mandate, Public Law 108-446 (2004) www.copyright.gov/legislation/pl108-446.pdf: 

The term special education means specially designed instruction at no cost to parents or guardians, to meet the unique needs of a child with a disability, including  
(A) Instruction conducted in the classroom 
(B) Instruction in physical education

A student with a disability must have access to physical education programming. The term (physical education) means development of: (A) physical and motor fitness; (B) fundamental motor skills and patterns, and (C) skills in aquatics, dance, individual and group games and sports (including intramural and lifetime sports) (IDEA; Federal Register 1997, 42480; CFR 300.17). 

Physical education is standards based and the APE teacher works toward the Connecticut Physical Education Standards. Adapted physical education is a diversified program of physical education having the same goals and objectives as general physical education, but modified to meet the unique need of each student. Physical education needs to be provided to the student with a disability as part of the child’s special education. 

The IDEA’s inclusion of physical education in its definition of special education underscores the importance of physical education for students with disabilities.

Least Restrictive Environment: [20 United States Code (U.S.C.) Sec. 1412(a)(5)(A)]

To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and service cannot be achieved satisfactorily. 

Students are entitled to receive instruction in the least restrictive environment. The least restrictive environment refers to adapting or modifying the physical education curriculum and/or instruction to address the individualized abilities of each child within general education, to the degree possible. Placement decisions are documented on the IEP. Within the general physical education setting adaptations are made to ensure that each student will experience success in a safe and accessible environment. A least restrictive environment allows for meaningful participation in the physical education curriculum and activities. 

Qualifications of the Adapted Physical Education Teacher:

In Connecticut, the Adapted Physical Educator must hold a valid licensure in Physical Education, K-12. It is also suggested that the APE teacher become Nationally Certified through the National Consortium for Physical Education and Recreation for Individuals with Disabilities, earning a CAPE (Certified Adapted Physical Education) certification. Course work in APE is strongly recommended. Additional education and/or experience in special education is beneficial.

Caseloads: 

Caseload determinations should be made based on workload as opposed to caseload calculations. The best practice is to first consider all of the factors listed on page XX of the Guidelines and determine the impact on each APE Teacher. There will be a wide range of caseloads and the APE teacher should be involved in determining actual assignments and caseloads. Factors to be considered in caseload determinations include: IEP writing, assessment/reports writing, planning time, parent contact time, case management and other duties as assigned, direct teaching time including collaboration-consultation, and travel time including car time, setting up and taking down equipment, as well as gathering and returning students.

Adapted Physical Education Teacher, Occupational Therapist, Physical Therapist:

Occupational and physical therapy services are related services under the IDEA. The purpose of school based occupational and physical therapy is to support a student’s access to special education programming. 

Physical education is a federally mandated component of special education services. APE is a primary rather than related service. This means that physical education needs to be provided to the student with a disability as part of the child’s special education. Physical education and adapted physical education are educational programs. OT and PT are support services whose objective is to facilitate access to educational programming. 

Occupational Therapy and Physical Therapy services/activities are not an appropriate substitute for APE instruction. Keep in mind, OTs and PTs are related services providers, not certified as educators and therefore not qualified to deliver physical education instruction or adapted physical education instruction.

Use of Instructional Assistants: 

The primary role of the paraprofessional when supervised by the Adapted Physical Educator is to support the educational program developed for the student. This might include attending general physical education with the student, providing additional practice outside of scheduled class time, or assisting in educationally planned recreational experiences in transition programs.

Paraprofessionals are to assist the APE teacher & general physical education teacher. Services provided are under supervision of the APE teacher. Paraprofessionals can provide valuable assistance to the APE teacher during the implementation of APE services. A Paraprofessional can help in a variety of ways, some of which include lifting students, positioning, providing instructional prompts, monitoring and reinforcing student behavior, setting up and cleaning up equipment, leading a small group, reinforcing skills and supervising student safety. Paraprofessionals are assigned to classrooms or individual students and their duties may include attending APE & general physical education with the students. In these cases, the paraprofessional should be prepared to work under the supervision of the APE teacher during APE instruction and the general PE teachers during general PE in order to support the students’ meaningful access to PE programming. 

(Source: Colorado Department of Education 2007, 41-43. Reprinted and adapted by permission.)

Guidance Summary for Parents/Guardians
of Elementary Students 

Physical Education is defined as: The development of (A) Physical and motor fitness, (B) Fundamental motor skills and patterns, and (C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports) and (ii) includes special PE, APE, movement education, and motor development (IDEA; Federal Register 1997, 42480; CFR 300.17). 

Adapted Physical Education is defined as a program to meet the unique needs of an individual with a disability who is unable to be successful in the general PE program/environment. It is personalized and specially designed to address the individualized needs of students who have disabling conditions that require modifications to the general program of physical education in order to benefit from instruction. APE teachers support the general physical education program by working towards Connecticut Physical Education Standards (IDEA, Public Law 105-17). 

The majority of children identified as eligible for special education and related services are capable of participating in the general physical education curriculum to varying degrees with some adaptations and modifications. 

Access to general physical education curriculum and instruction, with the implementation of adaptations and modifications, is the objective in determining eligibility. Eligibility for APE services may vary from school to school and district to district depending upon the general physical education teacher’s ability to modify instruction and or activities independently to allow for meaningful student participation. The criterion for eligibility for APE services should focus on whether the student has the ability to participate in general physical education in a successful and meaningful way.

Many children with disabilities can participate in the general physical education program because their disability requires only modifications or adaptations to the PE activities, curriculum, and/or instruction. Often times a student’s disability doesn’t affect their performance in physical education at all. Students with disabilities must have the opportunity to be successful in general physical education until it is determined that they cannot be. 

Sometimes, assessment results indicate that general physical education will not be safe or appropriate for an individual with a disability. When it is determined that a student will benefit from receiving additional support in order to meaningfully participate in the physical education curriculum and activities, the following placement continuum should be considered:

• The general physical education setting. 
• The general physical education setting with a general PE teacher making curriculum accommodations/modifications.
• APE teacher consultation with general PE teacher (paraprofessional to be included). 
• APE teacher collaboratively teaching with general PE teacher (para professional to be included). 
• Direct APE instruction provided to student(s) by an APE teacher outside of the general physical education setting

Adapted Physical Education, Occupational Therapy, and Physical Therapy are NOT interchangeable services.

Occupational and physical therapy services are related services under the IDEA. The purpose of school based occupational and physical therapy is to support a student’s access to special education programming.

Physical education is a federally mandated component of special education services. APE is a primary rather than related service. This means that physical education needs to be provided to the student with a disability as part of the child’s special education. Physical education and adapted physical education are educational programs. OT and PT are support services whose objective is to facilitate access to educational programming.

When a student receives multiple services such as: APE, OT, and PT, a collaborative approach amongst service providers is required to ensure generalization of skills across environments. In a collaborative model each service provider will be reinforcing the objectives and activities of the other service providers in order to maximize the student’s benefit from their special education programming. 

Occupational therapy and physical therapy services/activities are not an appropriate substitute for APE instruction. Keep in mind, OTs and PTs are related services providers, not certified as educators and therefore not qualified to deliver physical education instruction or adapted physical education instruction.

The National Consortium for Physical Education and Recreation for Individuals with Disabilities (NCPERID) offers Physical Education -- A Guide for Families and Educators: www.ncperid.org/files/NCPERIDbrochure.doc.

(Source: Colorado Department of Education 2007, 44-45. Reprinted and adapted by permission.) 

Guidance Summary for Parents/Guardians
of Middle School and High School Students 

Physical Education is defined as: The development of (A) Physical and motor fitness, (B) Fundamental motor skills and patterns, and (C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports) and (ii) includes special PE, APE, movement education, and motor development (IDEA; Federal Register 1997, 42480; CFR 300.17). 

Adapted Physical Education is defined as a program to meet the unique needs of an individual with a disability who is unable to be successful in the general PE program/environment. It is personalized and specially designed to address the individualized needs of students who have disabling conditions that require modifications to the general program of physical education in order to benefit from instruction. APE teachers support the general physical education program by working towards Connecticut Physical Education Standards (IDEA, Public Law 105-17). 

Quality physical education programs provide opportunities for students to develop movement and sport skills that can be applied to physical activities across the lifespan. Opportunities are also provided for students to develop increased levels of lifetime physical and health fitness, which contribute to an active lifestyle. 

The majority of children identified as eligible for special education and related services are capable of participating in the general physical education curriculum to varying degrees with some adaptations and modifications. 

Access to general physical education curriculum and instruction, with the implementation of adaptations and modifications, is the objective in determining eligibility. Eligibility for APE services may vary from school to school and district to district depending upon the general physical education teacher’s ability to modify instruction and or activities independently to allow for meaningful student participation. The criterion for eligibility for APE services should focus on whether the student has the ability to participate in general physical education in a successful and meaningful way. 

Many children with disabilities can participate in the general physical education program because their disability requires only modifications or adaptations to the PE activities, curriculum, and/or instruction. Often times a student’s disability doesn’t affect their performance in physical education at all. Students with disabilities must have the opportunity to be successful in general physical education until it is determined that they cannot be. Sometimes, assessment results indicate that general physical education will not be safe or appropriate for an individual with a disability. When it is determined that a student will benefit from receiving additional support in order to meaningfully participate in the physical education curriculum and activities, the following placement continuum should be considered: 

• The general physical education setting. 
• The general physical education setting with a general PE teacher making curriculum accommodations/modifications.
• APE teacher consultation with general PE teacher (paraprofessional to be included). 
• APE teacher collaboratively teaching with general PE teacher (para professional to be included). 
• Direct APE instruction provided to student(s) by an APE teacher outside of the general physical education setting. 

Least Restrictive Environment: 

Students are entitled to receive instruction in the least restrictive environment. The least restrictive environment refers to adapting or modifying the physical education curriculum and/or instruction to address the individualized abilities of each child within general education, to the degree possible. Placement decisions are documented on the IEP. Within the general physical education setting adaptations are made to ensure that each student will experience success in a safe and accessible environment. The least restrictive environment should allow for meaningful participation in the physical education curriculum and activities. 

General Physical Education Teacher & APE Teacher may play a role in the Individual Transition Plans.

The transition curriculum revolves around three main areas: instruction, community living and employment. Physical education programming, in the area of instruction, might focus on helping the student access community recreation centers and leisure activities. The student may become aware of the resources for pursuing lifelong recreation opportunities. 

Adapted Physical Education, Occupational Therapy, and Physical Therapy are NOT interchangeable services.

Occupational and physical therapy services are related services under the Individuals with Disabilities Education Act (IDEA). The purpose of school based occupational and physical therapy is to support a student’s access to and benefit from special education programming. 

Physical education is a federally mandated component of special education services. APE is a primary rather than related service. This means that physical education needs to be provided to the student with a disability as part of the child’s special education. Physical education and adapted physical education are educational programs. OT and PT are support services whose objective is to support or facilitate access to educational programming. 

When a student receives multiple services such as: APE, OT, and PT, a collaborative approach among service providers is required to ensure generalization of skills across environments. In a collaborative model each service provider will be reinforcing the objectives and activities of the other service providers in order to maximize the student’s benefit from special education programming. 

Occupational therapy and physical therapy services/activities are not an appropriate substitute for APE instruction. Keep in mind, OTs and PTs are related services providers, not certified as educators and therefore not qualified to deliver physical education instruction or adapted physical education instruction.

(Source: Colorado Department of Education 2007, 46-47. Reprinted and adapted by permission.)