Including children with severe disability in elementary physical education has become a more commonplace educational practice. Curriculum and teaching behaviors generally change to accommodate children's developmental needs throughout their elementary years. However, there is concern that inclusive classes may adversely affect children at higher grade levels since activities are more competitive or may require more cooperation. This study examined teacher and student behaviors in inclusive classes where curriculum changed from divergent oriented movement education activities (k,1,3) towards lead up and specialized activities (grades 4,5,6). An adapted physical educator facilitated the inclusion of a non ambulatory child with severe cerebral palsy and retardation from kindergarten to sixth grade with approximately 20 peers. The adapted physical education teacher worked with the student with severe disability to facilitate task modifications. Systematic observation of student and teacher behaviors were evaluated on 10-15 randomly selected classes each year class using Academic Learning Time in Physical Education procedures. Data were not collected in the second grade year. Time series analysis of data were performed looking at slope and direction of behaviors across years (k-6). Behavioral data were compared to those considered normal in the physical education teaching literature in which students with disability were not present. Data analysis revealed a relatively normal display of both teaching and student behaviors across all years of study. For example, the student learning behavior known as Motor Appropriateness (MA) (i.e. time on task in a motor skill) were as follows for both student(s) with and without disability: (a) kindergarten (40%, 47%), (b) 1st (35%, 28%), (c) 3rd (36%, 35%), (d) 4th (32%, 30%), (e) 5th (16%, 27%), (f) 6th (25%, 26%), and (g) avg. across years k-6 (32%, 33%). Thirty percent is considered normal in the literature. The teacher behavior known as Transition (between activities), which in high amounts could indicate wasted time, were as follows: (a) kindergarten (25%), (b) 1st (23%), (c) 3rd (39%), (d) 4th (17%), (e) 5th (28%), (f) 6th (26%), and avg. across years k-6 (27%). Twenty five percent is considered normal in the literature. Data from this longitudinal case illustrate the successful inclusion of a child with disability when an adapted physical educator is present as a resource to facilitate instruction. The concern that inclusive classes may adversely affect children as they participate in activities that are more competitive or may require more cooperation was unfounded providing support to inclusive physical education practices.Keyword(s): adapted physical activity, elementary education, research