The term "Special Needs" is one which is poorly defined in general and particularly nuanced in the Lifelong Learning Sector, where its meaning has been extended to incorporate economic and social needs in addition to the more "traditional" interpretation of the term. Although the sector apparently operates inclusively, welcoming learners with special needs, there are differences in the management of the behaviour and relationships of students, which are arguably generated by the varying definitions applied to the type and level of the challenges they face. This paper explores these differences by examining them from the philosophical standpoints of Bourdieu and Foucault.