Higher Education and Special Educational Needs from the Teaching Experience

Abstract

The purpose of this article is to explore the adaptations of pedagogical practices in the training of students with Special Education Needs (SEN) from the experience of the role of teachers in the Occupational Therapy program at a Chilean university. The methodology was mixed. Its design was exploratory sequential (DEXPLOS) through the Derivative modality. To obtain data, a questionnaire was applied on the Google Forms platform to a sample of 6 teachers in the program. Regarding the results, it was evident that teachers have training to make adjustments to their pedagogical practice and direct it to students with SEN; however, when identifying the difficulties that students present and asking about adjustments in a specific way, it is possible to show that the adjustments they apply are variable and depend on the experience of each teacher. It is possible to conclude that teachers must diversify their strategies and methodologies by adjusting their teaching practice to facilitate and promote the teaching-learning process of students with special educational needs.