While sharing some characteristics with their general physical education colleagues, adapted physical educators also face unique challenges related to their role. For example, both general and adapted physical education teachers encounter stress stemming from the marginalized nature of their discipline but may navigate such experiences differently. Adapted physical education teachers often serve in itinerant roles travelling among multiple schools and may provide services for upwards of 100 students. They must also have a functional understanding of a wide variety of disabilities, individualize instruction for each student, collaborate with service providers across several schools, and be an active team member in the individualized education program process. As a result, they may need to advocate for themselves, their students, and the role of the discipline in different and unique ways. Drawing from research on general and adapted physical education teacher socialization, and available research-informed practices, the purpose of this paper is to describe the unique stressors associated with teaching adapted physical education and strategies they may implement as part of local advocacy.

在与普通体育教育同事分享一些特征的同时，适应能力的体育教育者也面临与其角色相关的独特挑战。例如，普通体育教师和适应性体育教师都会遇到来自学科边缘化性质的压力，但可能会以不同的方式应对这些经历。适应能力强的体育教师经常在多所学校之间穿梭，可能会为 100 名以上的学生提供服务。他们还必须对各种残疾有功能性的理解，为每个学生提供个性化的指导，与多所学校的服务提供者合作，并在个性化教育计划过程中成为积极的团队成员。因此，他们可能需要为自己、学生、以及学科以不同和独特的方式发挥的作用。根据对普通体育教师社会化和适应性体育教师社会化的研究，以及现有的研究性实践，本文的目的是描述与适应性体育教学相关的独特压力源以及他们可以作为当地倡导的一部分实施的策略。