A. Definition of Developmental Adapted Physical Education
“Developmental adapted physical education: special education” means specially designed
physical education instruction and services for pupils with disabilities who have a substantial
delay or disorder in physical development. Developmental adapted physical education: special
education instruction for pupils age three through 21 may include development of physical fitness,
motor fitness, fundamental motor skills and patterns, skills in aquatics, dance, individual and
group games, and sports.
Students with conditions such as obesity, temporary injuries, and short-term or temporary illness
or disabilities are termed special needs students. Special needs students are not eligible for
developmental adapted physical education: special education. Provisions and modifications for
these students must be made within regular physical education.
Minn. R. 3525.1352, subp. 1.
B. Criteria for Developmental Adapted Physical Education A pupil is eligible for developmental adapted physical education: special education if the team
determines the pupil meets the criteria in items A and B.
A. The pupil has one of the following disabilities in each respective criteria in parts 3525.1325 to
3525.1341, 3525.1345, and 3525.1354: autism spectrum disorders, deaf-blind, emotional or
behavioral disorders, deaf or hard of hearing, specific learning disability, developmental cognitive
disability, severely multiply impaired, other health disability, physically impaired, visually
impaired, traumatic brain injury or part 3525.1350, subpart 3.
B. The pupil is determined by the team to need specially designed physical education instruction
because:
(1) the pupil’s performance on an appropriately selected, technically adequate, norm-referenced
psychomotor or physical fitness instrument is 1.5 standard deviations or more below the mean.
The instrument must be individually administered by appropriately licensed teachers; or
(2) the pupil’s development or achievement and independence in school, home, and community
settings is inadequate to allow the pupil to succeed in the regular physical education program as
supported by written documentation from two or more of the following: motor and skill
checklists; informal tests; criterion-referenced measures; deficits in achievement related to the
defined curriculum; medical history or reports; parent and staff interviews; systematic
observations; and social, emotional, and behavioral assessments.
Minn. R. 3525.1352, subp. 2.