Abstract

This article addresses the inclusion of students with Special Educational Needs in the Chilean educational system, where the need to evaluate the effectiveness of the laws and the Curricular Bases in terms of inclusion is made known, having as main objective to analyze the perceptions of Physical Education teachers about their level of preparation for their approach in the school context. This is qualitative research on the experience of 8 Physical Education teachers regarding Special Educational Needs in school context. A semi-structured interview is used to gather information about the preparation of teachers and to understand the school reality in terms of inclusion. The results highlight the need for intensive courses, the support of special educators, the importance of Universal Design for Learning and the limitations in infrastructure and adapted materials. It is concluded that there are limitations in the initial teacher training in Physical Education by focusing mainly on physical disabilities, neglecting intellectual disabilities. Teachers show concerns about their basic knowledge of Special Educational Needs, stressing the urgency of strengthening both theoretical training and practical application in this area.