Physical education teachers and the profession are very often marginalized and minimized by administrators, parents, and students. Adapted physical education is no exception. There are several reasons for the lack of value given to teaching students with special needs in physical education, including issues with placement, stigmatization of students with special needs by fellow students, assessment of children with disabilities, involvement in individualized education programs (IEPs), and involvement in sports. The purpose of this article is to focus on specific strategies that can help to decrease the marginalization of students with special needs in physical education. Physical educators who are involved in ensuring that each child receives a quality education contribute to improving the status of the profession. (Contains 1 table.)