<![CDATA[General Background Physical education functions as a fundamental component in national educational systems for motor and character development. Specific Background Within special education institutions, physical education delivery is highly complex due to the diverse physical, intellectual, social, and emotional characteristics of the students. Knowledge Gap Despite these pedagogical demands, educators frequently encounter severe facility limitations and lack specialized adaptive training, with limited in-depth research addressing these instructional constraints in specific regional special schools. Aims This study investigates the adaptive learning approaches, instructional constraints, and practical solutions applied by physical education teachers at Muara Bungo State Elementary School for Special Needs. Results Qualitative analysis reveals that teachers implemented instructional modifications involving tailored materials, simplified directions, movement demonstrations, and process-oriented evaluations. To navigate the significant lack of specialized sports infrastructure and formal training, educators utilized environmental objects, such as plastic balls and used bottles, alongside peer teaching and positive reinforcement. Novelty This research demonstrates that teacher creativity and strategic environmental resource utilization successfully compensate for institutional resource deficits in adaptive physical education. Implications Educational authorities and policymakers must urgently provide specialized adaptive physical education training and appropriate instructional infrastructure to support the motor and social independence of students with special needs. Highlights Educators modify teaching materials and evaluation systems to accommodate varying student abilities. Utilizing simple environmental objects successfully mitigates severe shortages regarding specialized sports infrastructure. Peer collaboration alongside continuous positive reinforcement maintains active participation during athletic activities. Keywords Special Education; Motor Development; Inclusive Pedagogy; Process Oriented Assessment; Teaching Modifications]]>
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