<p>With the purpose of identifying the discourse and the pedagogical practices regarding the population with special educational needs (SEN) in three schools in Bucaramanga, focus groups were conducted with teachers, as well as semistructured interviews to school directives and direct observation in the classroom. Results show that some teachers are unaware of the SEN in the class, while some associate them to disability and do not promote the integral development of the students. Schools are not prepared to guarantee an inclusive educational process, due to large numbers of students in the classroom, undiagnosed students, being unfamiliar with current regulations regarding SEN, lack of specialized support, and poor coverage of teacher training processes, among other reasons.</p>