This document is designed to assist physical education teachers to design curricula which can help students with learning disabilities, emotional impairments, and educable mental impairments achieve Michigan's essential goals and objectives for physical education. Chapter I discusses legal mandates, terminology, movement characteristics of the target populations, role of physical education teachers, and recommended caseloads. Chapter II covers eligibility for special physical education, referral and evaluation processes, individualized educational planning, and placement decisions. Chapter III contains the individual objectives which students need to accomplish in order to reach the state goals. These goals address fundamental motor skills, cognitive abilities, body control, physical fitness, sport and leisure skills, and personal social skills. Under each objective, lead-up activities and suggested adaptations are listed, followed by areas in which a student may need developmental activities. Chapter IV covers developmental problems which may keep the student from achieving objectives. A definition of each problem, a list of movement characteristics, and types of helpful activities are given. Within each section, a set of activities are listed in developmental order with an explanation of how the activity benefits the student. Appendixes list 11 motor development assessments and names and addresses of almost 100 organizations. (Contains 17 references.) (JDD)