In this paper, we argue that applying phenomenology in education—especially in the case of special educational needs—is central in order to shift the paradigm at the core of many pedagogical theories: from a quantitative-based neuro-cognitivist approach to a qualitative account of subjectivity. Drawing on resources from phenomenological and enactivist literature, this paper aims to focus on three fundamental issues: a) providing a qualitative account of educators’ training with a specific focus on special educational needs; b) describing professional tools that allow reflection on action and thoughts, such as descriptive observation, journaling and case writing, and facilitating the process of self-reflection; c) showing how neurodivergences such as Autism Spectrum Disorder and Attention Disorders appear under the light of phenomenological interpretation.