Legal Analysis of the Interpretation of Adapted Physical Education in US Law

Abstract

The Individuals with Disabilities Education Act (IDEA) is a cornerstone of special education and mandates for physical education (PE) and adapted physical education (APE). Little is known about how these areas are interpreted within court cases. We employed a legal content analysis to examine the interpretation of IDEA in state and federal court cases related to PE and APE. Among the seven cases examined, schools were identified as the prevailing party in most cases. Cases highlighted the significance of proper documentation of PE and APE, the limited involvement of trained adapted physical educators, and misconceptions surrounding PE and APE. Findings underscore the gap between legal interpretations and academic understanding of PE and APE within IDEA.