The objective of this research was to know the contribution of the Physical Education and Health (PEH) class to the social development of students with Special Educational Needs (SEN). The sample consisted of seven Physical Education (PE) teachers from a region of south-central Chile assigned to educational establishments of different administrative dependencies. The research is qualitative, interpretative and phenomenological. The data analysis was through a three-level categorized systematization matrix, supported by the investigation of literature related to the objective of the study. For the treatment of the data, we opted for a content analysis using an inductive logic of categorization. The results show that the teachers agree that the PE class contributes to the social development of the students and that the current curricular orientations are disconnected with the reality of the students with these characteristics. It is concluded that tools should be sought that allow the participation and development of the skills of all students based on a curricular proposal aimed at the effective inclusion of students with SEN.