The study is a multiple case study with a qualitative approach, the information generation technique was the semi-structured interview, which was later analysed through the content analysis technique. The main findings are the fact that, according to the teachers, the collaborative work allows to incorporate tools, strategies and develop skills in conjunction with their peers, a relevant aspect for training in practice. As a result, this allows them to more efficiently and easily address the progress of students presenting Special Educational Needs. At the same time, the need to better organize collaboration in order to avoid the dispersion of professional efforts is evident.