The subject of this research is the adaptation of physical education and health culture lessons for children with developmental difficulties in elementary school. Specifically, it explores how adaptations can be implemented in the physical education and health culture program with the aim of integrating children with disabilities into the lessons in a way that is safe, effective, and beneficial for their overall development. The goal of this study is to determine the initial state of the kinanthropological characteristics of children with disabilities and to offer appropriate kinesiology content in physical education and health culture classes. The first part of the paper provides an overview of children of early school age with developmental difficulties, analyzing their specific needs and characteristics. It then focuses on children who attend regular classes according to an adapted program, highlighting the importance of individualized approaches in their education. In this context, the kinanthropological characteristics of children with disabilities are examined to understand their physical traits and specific needs. Following the introductory section, a review of previous research is presented to provide insight into the current state of knowledge and practice in this area. The methodological part of the paper describes the sample of participants and variables, the purpose of the tests, the method of recording results, and the procedure for conducting and processing measurements. The sample consists of one pupil with developmental disabilities and seven other students with whom he attends the second grade of the elementary school in Rijeka. The variable sample comprised eleven tests used in education and one derived measure, BMI (body mass index). Among these, four were morphological variables, six were motor variables, and one was a functional variable. The results were processed using standard statistical methods, including the calculation of arithmetic means (AS), standard deviations (SD), reference values for the group (AS grupa) and second-grade children of the Primorsko-goranska županija (AS PGŽ), as well as standard deviations for the group (SD grupa) and second-grade children of the Primorsko-goranska županija (SD PGŽ). Subsequently, ranks and percentiles of students with difficulties were calculated in relation to the group, as well as standardized Z-scores of students with difficulties in relation to the group and to the averages of second-grade children in the Primorsko-goranska županija.