Special educational policymaking is a discursive struggle, a power/knowledge interplay constituted within a realm of contradictory beliefs, values and discourses that frame the context within which the education of disabled children is envisioned and realised. The prevalent policy landscapes are precarious and ever-changing, as different ideological, structural and discursive dynamics ascend and influence the policymaking process and the struggles inherent in it. The article aims to pursue a historical analysis of the dominant discursive realities underpinning the Cypriot special education "policyscape" since 1978, along with the struggles and power imbalances that preceded the voting of the current Special Education Law. This kind of approach constitutes part of the macro-level policy trajectory approach that, amongst other things, is concerned with the evolution of policies over time and space, and the ways in which the constellation of policy dynamics are intertwined, contested and infiltrated in the official policymaking process. (Contains 87 footnotes.)