In this address, the author examines what it means when one uses phrases like "evidence-based practices" and "evidence-based policies." She suggests that there is a need to re-think the meanings attached to these terms and she presents a rebuttal of the reliance on a single conceptualisation of evidence. The author then argues for a re-making of methodology and for re-valuing of what one knows and can do as special educator. Finally, the author makes some suggestions related to how special educators, researchers, and professional communities must respond to one of the most important issues in education today. (Contains 2 tables.)