The purpose of this paper is to discuss the limitations of law interpretations and policy regulations as they pertain to inclusion and exclusion of people with physical disabilities in physical education. We believe interpretation of the law has professional implications that must be addressed. Specifically, the ideal and the reality of the laws as applied to the students with physical disabilities is not the same. We believe we have a duty to include people with physical disabilities in movement activities. To conclude the paper, we, the authors, discuss current research in perspective-taking for pre-service teachers as a solution for including people with physical disabilities in physical education, recreation, and sport.