Justin A. Haegele is an Assistant Professor in the Department of Human Movement Sciences at Old Dominion University, USA. His research focuses within the interdisciplinary field of adapted physical activity, with a primary interest in examining how individuals with disabilities experience physical activity participation. Dr. Haegele has received several awards designated for emerging scholars in physical education and adapted physical activity. He is also Research Fellow with the Research Council of SHAPE and Associate Editor for Adapted Physical Activity Quarterly and Quest.

Samuel R. Hodge is a Professor in the Department of Human Sciences at The Ohio State University, USA. Professor Hodge is a Fellow in the National Academy of Kinesiology; the National Association of Kinesiology in Higher Education; and the Society of Health and Physical Educators (SHAPE). He is also Editor of Quest and an Executive Associate Editor of Multicultural Learning and Teaching, and long-time member of the Adapted Physical Activity Quarterly's editorial board.

Deborah R. Shapiro is Professor in the Department of Kinesiology and Health at Georgia State University, USA. Her primary research focus has been in the area of psychosocial factors of sport participation among youth athletes with disabilities and professional preparation. Dr. Shapiro has received several awards for her scholarship and leadership in the field of adapted physical activity, and she serves as Associate Editor of the Adapted Physical Activity Quarterly.

Introduction, Part I: Foundational Issues in Adapted Physical Education, 1. Historical Viewpoint on Adapted Physical Education, 2. Law and Legislation Impacting Adapted Physical Education Programs, 3. Viewpoints toward Disability: Conceptualizing Disability in Adapted Physical Education, 4. Historical Context and Definition of Inclusion, 5. Utilizing Theory to Drive Research in Adapted Physical Education, 6. Evidence Based Practices in Adapted Physical Education, 7. Measurement in Adapted Physical Education Research, 8. Disability Language in Adapted Physical Education: What is the Story?, Part II: Research Approaches, 9. Quantitative Research, 10. Qualitative Inquiry in Adapted Physical Education, 11. Mixed-Methods Research, 12. Single-Subject Research Designs in Adapted Physical Education, 13. Systematic Reviews and Meta-Analysis, Part III: Conceptual & Theoretical Frameworks, 14. Embodiment: Philosophical Considerations of the Body in Adaptive Physical Education, 15. Constructivism and Social Constructionism in Physical Education and Adapted Physical Education, 16. Re-Thinking Disability and Adapted Physical Education: An Intersectionality Perspective, 17. Bioecological Theory, 18. Social Cognitive Theory, 19. Self-Determination Theory, 20. Self-Efficacy Theory, 21. Theory of Planned Behavior, 22. Motivational Theories, 23. Occupational Socialization Theory and the Lived Experiences of Adapted Physical Educators, Part IV: Research Trends in Adapted Physical Education, 24. Pre-service Teacher Training in Adapted Physical Education, 25. Technology-Based Professional Development in Adapted Physical Education, 26. Adapted Physical Education Research from the Perspectives of Teachers, Peers, and Parents, 27. According to the Kids: Research from the Perspectives of Children with Disabilities, 28. Motor Competence within the Discipline of Adapted Physical Education, 29. Public Health Research: Physical Inactivity