This article aims to determine the functions and current actions of the teacher of differential / special education (PED / E), the facilitators and barriers that allow articulating the processes of higher education of the deaf person. It is a qualitative, exploratory investigation with a phenomenological design, with the participation of 8 PED/E. Semi-structured interview was used. The results indicate that the PED/E profile has administrative and educational functions, which contain facilitators and barriers in a tertiary education context. The conclusions point to the importance of this professional in the context of higher education with Deaf students, participation in their academic processes in interdisciplinary educational contexts that support their interpersonal and sociocultural needs with an advance level competence in Chilean Sign Language that allow them to fluid and effective communication with Deaf people in this educational space