Main subject of this paper is Physical Education of children with disabilities. In introduction, the paper provides a comprehensive overview of the different types of disabilities that children may face, as well as the impact of these disabilities on their daily lives and opportunities in the Physical Education class. The main part of the paper emphasizes the critical importance of physical exercise for children with disabilities, emphasizing how physical activity can contribute to their physical, mental and social development. Special emphasis is placed on the individualization and adaptation of Physical Education. In this context, the work provides insight into program adaptation from a kinesiology and inclusive aspect, including the use of play as an indispensable part of children's physical movement. Examples of adapted exercises and activities illustrate how physical education can be successfully implemented for children with different types of disabilities. The paper also emphasizes the key starting points that are the basis for the organization Physical Education of children with disabilities. Examples and suggestions are presented on how to organize Physical Education in a way that ensures an inclusive and supportive environment for all children. All efforts to include children with developmental disabilities in the educational system, including physical education and health education, must face a series of challenges and obstacles. This paper analyzes these challenges, such as the lack of adequate infrastructure, insufficiently educated teachers and the need for additional resources and support. For the purposes of the work, a short survey was conducted on a sample of 40 lower school teachers. The goal of the research was to gain insight into the types of difficulties that teachers encounter among their students, and to what extent and in what way children with disabilities participate in physical and health education classes. The results of the survey provide valuable information about the actual situation in schools and offer guidelines for further improvements in the teaching of physical and health education for children with developmental disabilities.