ABSTRACT
The aim of this book was to centre the role that evidence generally, and research specifically, can and does play in the development of pedagogical practices relating to teaching disabled students in physical education. In this final chapter, we summarise and discuss what we’ve learned throughout the process of constructing this book, uncovering clear (dis)connections that exist between research and practice when teaching disabled students in physical education. Here, we summarise what the evidence suggests, what implications this evidence has and steps researchers and practitioners should be taking to move forward. This chapter concludes by encouraging teachers to engage in the research process, and for scholars to enhance collective efforts to support empirically driven pedagogical practices for disabled students in physical education.
