Abstract
Many issues arise in the discussion of the evidence-based practice (EBP) movement and implementation science in special education and specific educational practices for students with severe disabilities. Yet cultural adaptations of EBPs, which have emerged as an area of research in other fields, are being left out as a focus of EBP discourse. The aim of this article is to examine key challenges and concerns in the movement of EBP and implementation science in special education, as well as the emergence of cultural adaptation of EBPs in other fields. Apart from an argument for the need of cultural adaptations of EBPs in special education, we discuss guiding principles and provide recommendations for developing culturally adapted EBPs in special education.
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