This chapter aims to investigate the issue of Special Educational Needs through a phenomenological approach with the intention of giving a different view of this theoretical construct and possible tools to design authentic educational practices of recognition and accompaniment. The issue of Special Educational Needs is, in fact, much debated in the pedagogical field today. The medical model often used to read and understand needs produces educational practices of simplification and labeling that do not allow the recognition of identity and personal dimensions. The most widespread methodological shift is the derivation of needs from pathology or disorders, thus generating stereotyped ideas and practices of intervention by categories, defined a priori. Educational needs, even before being connoted as “special”, deserve to be read not only as shortcomings, ignorance, “faults to be repaired”: in this perspective, they are important traces to be able to reveal the identity of those who meet in the educational relationship. Their specialty is given by the need to put in place contexts and actions that know how to be personalized, differentiated, plural so that everyone can find their own language of expression and realization. On the other hand, it also changes the perspective—the focus is no longer an intervention seeking to restore or fix the individual individual but the possibility to evolve contexts so that each can be recognized and valued. The differentiation of interventions is not about helping a select few but an ordinary way of proceeding in education for all. It is increasingly necessary, then, to look at special education as knowledge at the service of all, in a path of personal and political-institutional awareness that recognizes the uniqueness of each person and the importance of contexts that know how to be ready to welcome and allow each person to “bloom”. The paper reviews key paradigm shifts and presents a focus on the Italian case and responses to special education challenges in ordinary settings.