This chapter relates to the areas of tension that today seem to exist in the field of special education, as presented in Chapter 1. Drawing on a conceptual framework, the text explores how a fifty-year retrospective on the development of both inclusive education and special education as a discipline and field of practice in Norway can shed light on the current situation. Based on the introduction of a common primary education law for all children in Norway in 1975, the focus is on the political and practical development of a school for all, on the relationship between inclusion and special education, on the development within special education research, and on the relationship between politics and special education research over the following fifty years. Using political documents, existing meta-analyses of research, and selected studies on practice development during this period, it is discussed whether and how today’s areas of tension within the special education field can be recognized. The discussion shows that most of these tensions seem to have been more or less present throughout this period of time. The historical development gives us an understanding of why they still exist and might help us to ‘navigate’ the special education seascape in the years ahead. This is particularly true of the tension between special education’s own autonomy and politically driven societal utility, and how special educational research can best balance fundamental questions and practical development.