Despite substantial advances in the development of evidence-based practices (EBPs) for students with disabilities, persistent challenges remain in translating these practices into routine, high-quality use in real-world special education settings. Implementation science provides a systematic approach for understanding and addressing the contextual, organizational, and system-level factors that influence the adoption, delivery, and sustainment of EBPs. This article positions implementation science as a critical lens for special education research and practice, emphasizing its relevance in light of legal mandates, equity considerations, and the complexity of service delivery across the lifespan. Key distinctions between intervention and implementation research are clarified, highlighting their complementary roles in improving student outcomes. Core components of implementation science, including frameworks, strategies, and implementation outcomes, are described and illustrated across early intervention, K-12, and transition contexts. The article concludes by outlining methodological, policy, and practice implications and presenting practical planning tools to support researchers and system leaders with the design of rigorous, contextually responsive implementation studies in special education.
Toste et al. (Mon,) studied this question.