This conceptual chapter explores the development of special education as an academic and professional field influenced and characterized by tensions between multiple perspectives. Drawing on a social constructivist framework, the chapter examines how knowledge and competence in special education are evolving within the intersections of different perspectives on multiple levels. It identifies and analyzes key tensions that shape contemporary understandings of special educational competence. Rather than viewing these as dichotomies, the chapter argues for a continuum approach in which diverse perspectives coexist and inform each other. The metaphor of the special educational seascape is introduced to illustrate how the field navigates complex epistemological and practical waters. By conceptualizing these tensions as dynamic continua, the chapter provides a framework for reflection and positioning within research, policy, and practice. The overarching aim is to strengthen theoretical understanding and inform future competence development in special education through a balanced engagement with foundational, ethical, and practical dimensions