Stuck in PE? Simple Ways to Support Students with Disabilities Using What You Already Know
By Leo Dorantes
If you’ve taught physical education for any amount of time, general or adapted, you’ve probably had this moment.
A student shows up to physical education or Adapted PE class, you’re looking at your lesson, and you think: “I’m honestly not sure what’s going to work for this student today.”
That feeling doesn’t mean you’re unprepared or doing something wrong. Most of the time, it just means it’s time to slow down and reconnect with what you already know about the student in front of you.
Paying Attention Is Part of Teaching
One of the most underrated skills in physical education is simply paying attention.
Think about it:
What activities does this student seem to enjoy?
What movements have you already seen them succeed with?
When do they light up, smile, or stay engaged a little longer?
What do they consistently avoid?
Those patterns matter. They help us make better decisions about what to try next.
This idea fits right in with SHAPE America’s Standard 1, which focuses on helping students develop motor skills at levels that make sense for them (SHAPE America, 2024). It’s also backed by adapted physical education research, which reminds us that activities don’t have to follow a rigid order—they should be chosen based on individual abilities and responses (Canales & Lytle, 2011).
Use the People Around You
Physical education doesn’t happen in a bubble.
General PE teachers, Adapted PE teachers, special education staff, therapists, and families all see students in different settings. Sometimes the most useful information comes from an offhand comment like, “They really love that music from Sing 2,” or “They’re way more engaged when music is playing.”
That’s not random information; that’s a strategy waiting to be tried
Using student interests to get buy-in connects with SHAPE America’s Standard 4, which emphasizes helping students find personal value in movement and choose to participate (SHAPE America, 2024). Research also supports using music and simple cues to increase engagement, especially for students who need more support (Canales & Lytle, 2011
Try it. See what happens. If it works, great. If it doesn’t, now you know.
Small Equipment Changes Can Make a Big Difference
Another reason we get stuck in physical education is because we forget how flexible equipment can be.
If a student is struggling to hit a tennis ball, why not use a balloon? The movement stays the same, but the task suddenly becomes doable. If throwing gets unsafe because of force control, switching to yarn balls keeps everyone safe while still working on the skill.
These kinds of changes support SHAPE America’s Standard 2, which is all about applying movement concepts in meaningful ways (SHAPE America, 2024). Adjusting equipment size, weight, or texture doesn’t lower expectations—it opens the door for more students to participate (Canales & Lytle, 2011).
Try It. Adjust It. Keep Going.
Good physical education, general or adapted, isn’t about having a perfect lesson every day. It’s about being responsive.
Watch your students.
Listen to the people who know them.
Change the equipment.
Play the music.
Try the idea.
If it works, build on it. If it doesn’t, you’ve gained information that will help next time.
When we bring Adapted PE thinking into all physical education spaces, we create classes where more students feel successful, included, and excited to move.
References
Canales, L. K., & Lytle, R. K. (2011). Physical activities for young people with severe disabilities. Human Kinetics.
SHAPE America. (2024). National physical education standards. Society of Health and Physical Educators. https://www.shapeamerica.org/MemberPortal/standards/pe/new-pe-standards.aspx
Author: Leo Dorantes is an adapted physical education teacher for Mesa Public Schools, who was named the 2025 Adapted PE teacher of the Year for Arizona Health and Physical Education.