In Ecuador, although regulations on curricular adaptations are clearly defined, Physical Education teachers face challenges at the micro-curricular level in adapting their classes to meet the needs of students with disabilities, specific learning difficulties, and vulnerable situations. The objective of this study was to analyze the presence and characteristics of specific curricular adaptations for Physical Education on a global scale. A scoping review was conducted following the PRISMA-ScR guidelines, covering studies from the Scopus database. A total of 112 articles were identified, and 16 that met the inclusion criteria were selected. These studies addressed curricular adaptations in Physical Education across five dimensions: teaching methodology, inclusive assessment, access to resources, accessible environments, and learning content, with a focus on students with disabilities. It was concluded that the combination of access adaptations, methodological strategies, and curricular content modifications enhances the inclusion and participation of students with disabilities. Interventions with these simultaneous adaptations achieved levels of satisfaction, self-efficacy, and holistic development, influenced by the geographical and cultural context.

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