The main object of my studies in teaching special education (SE) is situations and their dynamics, which I try to approach by examining the knowledge interactions involved in them and the knowledge investments that make them a reality. I try to understand how situations provide support, motivation and a framework for the learning that takes place in SE institutions, whether this learning is provoked or not, whether it is planned or it happens by chance. To do so, I concentrate on studying situation follow-up, rather than creating isolated and ad hoc situations. They are not exactly sequences of situations like those studied in the context of the theory of didactic situations, in the sense that they are not planned in advance with a previously set knowledge objective. I study situations from the points of view of both their internal development and the follow-up of the situations they generate. This article defines these new expressions and gives examples of various aspects of the question.