This chapter provides exploration of interaction in special education, with a detailed analysis of interaction indicators and their implications for theory and practice in the field. Through an extensive literature review, the article examines recent research contributions to illuminate how indicators of collaboration are reflected in different special education contexts. This approach reveals the diverse practices and challenges that arise from learners’ special needs and highlights how the interaction between different actors within inclusive practices is crucial to the effectiveness and equity of education.By addressing both subjective perceptions of the educational process and the observable outcomes of interaction, the article contributes to a deeper understanding of the nature of interaction and its implications for special education practises. The research highlights interaction as a core element of effective special education strategies and demonstrates how educational policy and professional pressures are driving continuous change in the field.