The objective of the research was to understand the experiences and practices that constitute the work of the higher education teacher with disabilities. The methodology implemented was qualitative, using an interpretive study and a biographical narrative method. The main results of the study consist in that the experiences that teachers have lived from their role and that at the same time have influenced their process have been based on the level of academic, human and work growth. Likewise, on the practices that characterize the teaching-learning processes, they are from design, planning, execution, evaluation and self-evaluation. From the results, it is concluded that the inclusion of people with disabilities in higher education implies collaborative work between the State, higher education institutions, managers, co-workers and the students themselves, where take into account the needs, so that a fair process is achieved that generates benefits and satisfaction for all parties involved, and the objectives associated with the teaching-learning processes can finally be met.