In this paper we attempt to show the educational argumentation of the Greek liberal political forces with respect to special education within the reform attempts that were undertaken in 1913, 1929, 1964, and 1985. More specifically, we detect the concepts that prevailed in each of the three main phases through which special education in Greece passed over the period under examination: a) the rejection and repulsion phase, b) the humanitarian treatment phase, and c) the recognition and participation-on-equal-terms phase. Finally, an attempt is made to interpret those perceptions of the liberal politicians regarding special education that dominated each time as viewed within the national-ideological framework that formulated them. (Contains 1 table.)