The manual provides guidelines and suggestions for integrating physically disabled students into physical education classes. An introductory section reviews the process of and rationale for integration. A section on students with special needs emphasizes that although physically disabled students may differ in some ways, they have the same needs and learn the same way as non-disabled students. Attempts to structure the least restrictive environment for disabled students in physical education classes involve the teacher's attitude, the student's potential for movement and activity, and the learning environment. Separate sections address planning (pre-assessment, assessment, and appropriate individual goals) and implementation (structuring the environment and adapting activities). Specific suggestions for adapting aquatics, dance, fitness, games, gymnastics, outdoor pursuits, and track and field are followed by descriptions of five common disabilities: obesity, physical awkwardness, asthma, epilepsy, and diabetes. (CL)