Background and Study Aim. Adapted physical activity (APA) and inclusive physical education (IPE) strategies aim to enhance the inclusion of students with special educational needs (SEN). These approaches are essential for ensuring equitable and active participation in physical education classes. This study examines the impact of adapted pedagogical strategies in physical education for students with SEN, identifying key factors that promote their inclusion, engagement, and physical development. Material and Methods. A systematic review was conducted using academic databases (Scopus, Web of Science, ERIC) to collect empirical studies published between 2000 and 2024. The eligibility criteria included experimental, observational, and qualitative studies evaluating adapted teaching strategies in physical education. Results. The findings indicate that adapting physical activities, implementing inclusive pedagogical models, and utilizing specific teaching resources are essential for fostering inclusion. Approaches such as co-teaching and peer tutoring have been particularly effective in enhancing student engagement and socialization. However, challenges persist, including inadequate infrastructure and insufficient teacher training. Conclusions. Adapted pedagogical strategies play a critical role in the inclusion and development of students with SEN. Further research and implementation of these strategies are necessary to ensure truly inclusive and equitable physical education for all students.