child's physical, psychological, social, and cognitive skills and deficits is needed. Unfortunately, many IEP processes tend to focus on such assessment as it pertains to academic educational placement and to avoid or otherwise skimp on assessment of the child's potential for placement in the inclusive physical education classroom. Adapted physical education programming -- which can be conducted or delivered in an inclusive environment -- must proceed from such a thorough assessment; next, it becomes necessary for the school and the classroom teacher to ensure that the resources (physical and otherwise) are made available to deliver adapted programming in the inclusive classroom (Block, et al, 1998).
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