This study investigated the nature and extent of physical education programs for individuals with disabilities in Washington State's small rural public school districts. Questionnaires were sent to 185 superintendents of small rural school districts in the state. Of the 128 responses, 70.3% enrolled individuals with disabilities. Fifty-eight percent of those districts with students with disabilities offered a program in physical education for disabled students. Students were placed in a mainstreamed setting in 78.7% of the districts, while 21.3% provided separate classes in physical education. Motor ability of students with disabilities were assessed in 94% of the school districts. Students were placed in physical education based on grade level in a quarter of school districts, while fewer than a fifth used motor ability as the basis for student placement. The majority (88.9%) of respondents indicated that an individualized education program (IEP) in physical education was developed as part of the special education classroom IEP, and only 11.1% indicated having a separate IEP in physical education. Physical education services were provided by non-specialists in most of the school districts. These services include assessment, development of the IEP, and teaching of physical education. Fewer than a tenth of the districts named the adapted physical education specialist as the person responsible for teaching physical education to students with disabilities. Consistent with previous studies, this study indicates that population sparsity affects the educational program in rural school districts. (KS)