| Sumario: | Over the last 20 years, researchers examining the education of students with disabilities have made a concerted effort to develop evidence-based practices (EBP) and enact policies to promote and support their usage to raise expectations and improve outcomes. However, the promised results of EBP are still elusive. This special issue illustrates the potential and impact of using implementation science across various educational contexts to develop enabling conditions for leaders and educators to support the use of evidence. We summarize the special issue's articles on the use of implementation science to support progress toward obtaining outcomes for students with disabilities. Specifically, key takeaways from each article and connections between articles are made. The summary concludes with key recommendations for policymakers, education agencies at each level of the system, and our practitioners who make use of implementation science methods and practices.
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