This research aims to know what are the meanings that teachers build against the educational processes of students with cognitive disabilities of the Santa Sofia school in the city of Villavicencio. The study will address a phenomenon that occurs in different school contexts and may be affected in relational dynamics or teacher-student interaction. Likewise, this research will be relevant at the regional level, since according to the literary review carried out there are no related investigations regarding the phenomenon of study and much less knowledge contributions to psychology. This research corresponds to a qualitative methodology with a hermeneutical method, because it includes the teaching experience, perceptions, and meanings compared to what has been the daily life of the educational process in the institution. As a methodology for data collection, an in-depth interview will be used, aimed at a population of three teachers of the Santa Sofía School in the city of Villavicencio.