Q.A diversified programme of developmental activities, games, sports and rhythms suited to the interests, capacities and limitations of children who cannot safely take part in the unrestricted general programme is called:

Adaptive Physical Education: A First Look

Think about a regular PE class: some students run and catch a ball with ease, while a classmate who uses a wheelchair, or has cerebral palsy, or is visually impaired cannot take part in the same activity in the same way — not because they lack the will to participate, but because the activity as designed does not fit their ability. Adaptive Physical Education is the practice of changing that design, not the child, so that participation becomes possible.

The Core Idea

Adaptive Physical Education (also written as adapted physical education) is physical education modified — in its equipment, rules, environment, or method of instruction — so that a child with a disability or special health condition can take part safely and meaningfully. It is not a separate or lesser subject; it is the same physical education, delivered through adjustments that remove the barriers a standard format would otherwise create.

How Activities Get Adapted

This chapter's own approach to making physical activity accessible for children with special needs (CWSN) groups the possible adjustments into a small number of practical strategies:

• Communication — instructions are given in a form the child can actually receive: simplified language, demonstration, sign language, or visual cues, depending on the disability.
• Space — starting indoors before moving outdoors, once a child's behaviour and understanding of instructions is established; children with autism in particular may need a dedicated space to settle or relax.
• Equipment — using modified equipment: a lighter or larger ball, a shorter racquet, an audible or brightly coloured ball for a visually impaired student, and so on.
• Graded activities — building up skill in stages, moving from non-locomotor to locomotor to manipulative skills, and reducing assistance gradually from physical support, to verbal cues, to independent performance.
• Social strategies — letting the child have a say in the sport chosen, and building up from one-to-one participation toward small groups. …