LIVED EXPERIENCE OF THE PHYSICAL EDUCATION TEACHER IN HIS PEDAGOGICAL RELATIONSHIP WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

This work was carried out in order to understand the lived experience of Physical Education teachers in their pedagogical relationship with students with Special Educational Needs (SEN), asking about this relationship from the voice of the teacher, and how this has changed the life of the teacher in the labor, professional and personal field. This research was based on a qualitative study, with a phenomenological- hermeneutic design, interviewing ten teachers from three institutions, one public and two privates, who narrated their experiences, perceptions, and anecdotes, which were analyzed by categories. Among the main results, it stands out that, from the point of view of didactic transformations, it was the methodological aspect that had the greatest impact on the teacher's processes. In terms of training, teachers stated that they had not had any in-depth training in the case of SEN, and that the achievements in this area were obtained from complementary training and other strategies developed in their relationship with other professionals, and from the approach to continuing education, from the personal and professional point of view. Regarding didactics, teachers affirm that they have intuitively found new ways of seeing and attending to those people who consider themselves different from their SEN.