Adapted Physical Education Specialists
25-2059.01
Updated 2026

Provide individualized physical education instruction or services to children, youth, or adults with exceptional physical needs due to gross motor developmental delays or other impairments.

Sample of reported job titles: Adapted Aquatics Instructor, Adapted Physical Activity Specialist, Adapted Physical Educator, APE Consultant (Adapted Physical Education Consultant), APE Instructional Specialist (Adapted Physical Education Instructional Specialist), APE Teacher (Adapted Physical Education Teacher), Certified Adapted Physical Educator, DAPE Specialist (Developmental Adapted Physical Education Specialist), DAPE Teacher (Developmental Adapted Physical Education Teacher), PE Teacher (Physical Education Teacher)

Occupation-Specific Information

Tasks

  • Provide adapted physical education services to students with intellectual disabilities, autism, traumatic brain injury, orthopedic impairments, or other disabling condition.
  • Provide students positive feedback to encourage them and help them develop an appreciation for physical education.
  • Provide individual or small groups of students with adapted physical education instruction that meets desired physical needs or goals.
  • Instruct students, using adapted physical education techniques, to improve physical fitness, gross motor skills, perceptual motor skills, or sports and game achievement.
  • Write reports to summarize student performance, social growth, or physical development.
  • Evaluate the motor needs of individual students to determine their need for adapted physical education services.
  • Establish and maintain standards of behavior to create safe, orderly, and effective environments for learning.
  • Collaborate with other educational personnel to provide inclusive activities or programs for children with disabilities.
  • Adapt instructional techniques to the age and skill levels of students.
  • Assist in screening or placement of students in adapted physical education programs.
  • Maintain thorough student records to document attendance, participation, or progress, ensuring confidentiality of all records.
  • Prepare lesson plans in accordance with individualized education plans (IEPs) and the functional abilities or needs of students.
  • Assess students' physical progress or needs.
  • Write or modify individualized education plans (IEPs) for students with intellectual or physical disabilities.
  • Discuss with education professionals the physical abilities or disabilities of students and the accommodations required to enhance their school performance.
  • Communicate behavioral observations and student progress reports to students, parents, teachers, or administrators.
  • Attend in-service training, workshops, or meetings to keep abreast of current practices or trends in adapted physical education.
  • Review adapted physical education programs or practices to ensure compliance with government or other regulations.
  • Request or order physical education equipment, following standard procedures.
  • Maintain inventory of instructional equipment, materials, or aids.
  • Meet with general physical education teachers to exchange best practices and methods for adapted physical education services.
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Occupational Requirements

Work Activities

  • Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
  • Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
  • Performing General Physical Activities — Performing general physical activities includes doing activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling materials.
  • Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
  • Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
  • Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
  • Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
  • Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
  • Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
  • Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
  • Monitoring Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
  • Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
  • Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
  • Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
  • Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
  • Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
  • Judging the Qualities of Objects, Services, or People — Assessing the value, importance, or quality of things or people.
  • Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
  • Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
  • Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
  • Communicating with People Outside the Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
  • Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
  • Working with Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
  • Inspecting Equipment, Structures, or Materials — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
  • Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
  • Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
  • Performing for or Working Directly with the Public — Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
  • Providing Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.

Detailed Work Activities

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Work Context

  • E-Mail — 82% responded “Every day.”
  • Physical Proximity — 86% responded “Very close (near touching).”
  • Face-to-Face Discussions with Individuals and Within Teams — 68% responded “Every day.”
  • Determine Tasks, Priorities and Goals — 52% responded “A lot of freedom.”
  • Indoors, Environmentally Controlled — 55% responded “Every day.”
  • Freedom to Make Decisions — 55% responded “A lot of freedom.”
  • Contact With Others — 59% responded “Constant contact with others.”
  • Work With or Contribute to a Work Group or Team — 45% responded “Extremely important.”
  • Spend Time Standing — 50% responded “Continually or almost continually.”
  • Spend Time Walking or Running — 41% responded “Continually or almost continually.”
  • Duration of Typical Work Week — 50% responded “More than 40 hours.”
  • Coordinate or Lead Others in Accomplishing Work Activities — 50% responded “Very important.”
  • Telephone Conversations — 68% responded “Once a week or more but not every day.”
  • Dealing With Unpleasant, Angry, or Discourteous People — 52% responded “Once a week or more but not every day.”
  • Frequency of Decision Making — 45% responded “Every day.”
  • Spend Time Bending or Twisting Your Body — 36% responded “More than half the time.”
  • Conflict Situations — 41% responded “Once a week or more but not every day.”
  • Importance of Being Exact or Accurate — 36% responded “Very important.”
  • Outdoors, Exposed to All Weather Conditions — 45% responded “Once a week or more but not every day.”
  • Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 29% responded “Continually or almost continually.”
  • Written Letters and Memos — 41% responded “Once a week or more but not every day.”
  • Exposed to Sounds, Noise Levels that are Distracting or Uncomfortable — 32% responded “Every day.”
  • Health and Safety of Other Workers — 41% responded “Very high responsibility.”
  • Time Pressure — 36% responded “Once a month or more but not every week.”
  • Dealing with Violent or Physically Aggressive People — 36% responded “Once a year or more but not every month.”
  • Impact of Decisions on Co-workers or Company Results — 36% responded “Moderate results.”
  • Spend Time Keeping or Regaining Balance — 33% responded “Continually or almost continually.”
  • Spend Time Making Repetitive Motions — 24% responded “Continually or almost continually.”
  • Spend Time Kneeling, Crouching, Stooping, or Crawling — 45% responded “Less than half the time.”
  • Exposed to Disease or Infections — 29% responded “Every day.”
  • Outdoors, Under Cover — 48% responded “Once a week or more but not every day.”

Experience Requirements

Job Zone

Title
Job Zone Four: Considerable Preparation Needed
Education
Most of these occupations require a four-year bachelor's degree, but some do not.
Related Experience
A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
Job Training
Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.
Job Zone Examples
Many of these occupations involve coordinating, supervising, managing, or training others. Examples include real estate brokers, sales managers, database administrators, graphic designers, conservation scientists, art directors, and cost estimators.
SVP Range
(7.0 to < 8.0)

Training & Credentials

State training
Local training
Certifications
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State licenses

Apprenticeship Opportunities

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Worker Requirements

Software Skills

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Essential Skills

  • Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
  • Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
  • Speaking — Talking to others to convey information effectively.
  • Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
  • Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
  • Reading Comprehension — Understanding written sentences and paragraphs in work-related documents.
  • Writing — Communicating effectively in writing as appropriate for the needs of the audience.
  • Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.

Transferable Skills

  • Instructing — Teaching others how to do something.
  • Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
  • Service Orientation — Actively looking for ways to help people.
  • Coordination — Adjusting actions in relation to others' actions.
  • Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
  • Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
  • Time Management — Managing one's own time and the time of others.
  • Persuasion — Persuading others to change their minds or behavior.
  • Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
  • Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
  • Negotiation — Bringing others together and trying to reconcile differences.

Knowledge

  • Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
  • Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
  • English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, and rules of composition and grammar.
  • Administrative — Knowledge of administrative and office procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and workplace terminology.
  • Law and Government — Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
  • Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
  • Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
  • Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures, and their history and origins.

Education

How much education does a new hire need to perform a job in this occupation? Respondents said:

  • 45%
     
    Bachelor’s degree required
  • 27%
     
    Master’s degree required
  • 23%
     
    Post-baccalaureate certificate required

Worker Characteristics

Abilities

  • Near Vision — The ability to see details at close range (within a few feet of the observer).
  • Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
  • Speech Clarity — The ability to speak clearly so others can understand you.
  • Speech Recognition — The ability to identify and understand the speech of another person.
  • Written Comprehension — The ability to read and understand information and ideas presented in writing.
  • Written Expression — The ability to communicate information and ideas in writing so others will understand.
  • Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
  • Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem.
  • Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
  • Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Extent Flexibility — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  • Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
  • Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
  • Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • Far Vision — The ability to see details at a distance.
  • Gross Body Coordination — The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion.
  • Multilimb Coordination — The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
  • Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
  • Stamina — The ability to exert yourself physically over long periods of time without getting winded or out of breath.
  • Trunk Strength — The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without "giving out" or fatiguing.

Interests

Interest code: SCR
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  • Social — Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities.
    • Teaching/Education — Work involves teaching through lectures, discussions, and demonstrations in one or more subjects.
    • Social Service — Work involves providing social services and assistance to improve the well-being and social and psychological functioning of children and adults.
  • Conventional — Work involves following procedures and regulations to organize information or data, typically in a business setting. Conventional occupations are often associated with office work, accounting, mathematics/statistics, information technology, finance, or human resources.
  • Realistic — Work involves designing, building, or repairing of equipment, materials, or structures, engaging in physical activity, or working outdoors. Realistic occupations are often associated with engineering, mechanics and electronics, construction, woodworking, transportation, machine operation, agriculture, animal services, physical or manual labor, athletics, or protective services.
    • Athletics — Work involves training, practicing, or competing in athletic events, or supporting those participating in athletics through coaching, training, or officiating.

Work Styles

  • Optimism — A tendency to exhibit a positive attitude and positive emotions at work, even under difficult circumstances.
  • Sincerity — A tendency to be genuine and sincere in interactions with others at work, without concern for personal gain or self-interest.
  • Adaptability — A tendency to be open to and comfortable with change, new experiences, or ideas at work.
  • Perseverance — A tendency to exhibit determination and resolve to perform or complete tasks in the face of difficult circumstances or obstacles at work.
  • Empathy — A tendency to show concern for others and be sensitive to others' needs and feelings at work.
  • Self-Control — A tendency to remain calm and composed and to manage emotions effectively in response to criticism or difficult situations at work.
  • Social Orientation — A tendency to seek out, enjoy, and be energized by social interaction at work.
  • Cooperation — A tendency to be pleasant, helpful, and willing to assist others at work.
  • Integrity — A tendency to be honest and ethical at work.
  • Dependability — A tendency to be reliable, responsible, and consistent in meeting work-related obligations.

Workforce Characteristics

Wages & Employment Trends

Median wage data for Special Education Teachers, All Other.
Employment data for Special Education Teachers, All Other.
Industry data for Special Education Teachers, All Other.
Median wages (2025)
$76,580 annual
State wages
Local wages
Employment (2025)
34,800 employees
Projected growth (2025-2035)
Slower than average (1% to 2%)
Projected job openings (2025-2035)
2,300
State trends
Top industries (2025)

Source: Bureau of Labor Statistics 2025 wage data and 2025-2035 employment projections . “Projected growth” represents the estimated change in total employment over the projections period (2025-2035). “Projected job openings” represent openings due to growth and replacement.

Job Openings on the Web

State job openings
Local job openings

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