This paper examines whether the didactics of philosophy meets its goal of reflecting on philosophical and ethical teaching and learning processes for students with specific educational needs, particularly in inclusive educational contexts. It argues for a focused special-education-oriented branch within the didactics of philosophy dedicated to addressing the unique challenges and opportunities involved in teaching philosophy to students with specific educational needs. The article also discusses the existence of too broad or too narrow concepts of inclusion in previous didactic publications. The role of this special-education-focused branch is to address the methods and goals of philosophical and ethical instruction for these students by integrating insights and perspectives from a specific educational context into teaching philosophy and accounting for students’ learning prerequisites. The aim of this branch is to develop theoretically grounded models and frameworks for teaching philosophy to students with specific needs, both by designing new approaches and by re-evaluating existing ones considering unique learning requirements.