This paper attempts to illuminate a central concept and idea in special education discourse, namely, "special needs". It analyses philosophically what needs are and on what grounds they are defined as "special" or "exceptional". It also discusses whether sorting needs into ordinary and special is discriminatory. It is argued that individualistic tendency in special need rhetoric has serious shortcomings, although it does not inevitably lead to discrimination against those with "special needs". Improving individuals' capabilities as well as social conditions are the means to create societies and schools which are inclusive, and which put justice into practice. (Contains 1 note.)