This article presents a critical analysis of the concept of evidence-based practice, promoting a dialogue with special education. It provides a theoretical and methodological framework (Evidence Based Education - EBE) on the research methodologies within the approach EBE, the definition of an EBE model in special education, the research analysis on school integration in Italy in perspective EBE, and the identification of research paths to validate the practices of inclusive education. In conclusion, although there are methodological and practical difficulties in leading an empirical research in the inclusion field, according to EBE parameters, it is not possible to consider other models of research, as such as the methodology on the single subject and observation research for further in depth analysis.