This is a descriptive study to varify philosopical doubts of trends of physical education for handicapped. Characteristics of three types of the physical education for handicapped: Remedial P.E., Special P.E., and Adapted p.E., were delinated. Major concering of the Remedial P.E. is `promoting physical abilities of handicapped`, that can be considered to a paramedical area such as Corrective P.E., Physical Therapy, and Occupation Therapy. Philosopy of the paramedical specialties is equal to the though `training of the physical` that was insisted by McCloy, Sargent, and Hitchcock. Philosopy of the Special P.E. is that physical education for handicapped can be a part of the special education. The main focus of Special P.E. is on the within-a-school. Physical education Therefore the concerning of the Special P.E. is same as the thought `education through the physical` that was a idea of Hetherington, Nash, Williams, and Wood. The third concept of physical education for handicapped, Adapted P.E., is to promote the handicapped participation in a sport for the nonhandicapped. The main focus of Adapted P.E. is sucessful participation in a community based physical activity with nonhandicapped. The thought emphasis the terms such as `participation`, `self-esteem`, `fun`, and `feeling`. Therefore, the Adapted P.E. has a equal philosopical insists to the Humanitic Approach that was introduced by klienman, Thornton, and Jordan. The study concludes that the physical education should not be within an isolated area such as school programs or medical aspects. The most important concept of physical education for handicapped should be `physical activities`. Without the term `physical activitities`, P.E. programs for handicapped will not possess any value.