Introduction:

Interprofessional Education since its emergence in the seventeenth century to the present, has been climbing ever higher levels that place it on a par with the most visible and legitimate achievements of the Cuban revolutionary process, above all because of its marked social and humanitarian character. It is conceived as occasions when 2 or more professions learn with each other and about others to improve collaboration and quality of care and services. The objective is to contribute, from theory and practice to interprofessional education from the contributions sustained in the socio-historical-cultural school of Vigotsky and its followers and the most innovative approaches in the treatment of people with disabilities.

Methods:

The materialist-dialectical philosophy, its laws and categories, which constitute the fundamentals for this paper. Another aspect is the theory of knowledge, the understanding of the transition from clear perception to a qualitatively higher practice after a process of intellectual elaboration.

Results and Discussion:

In three phases of research, 18 proposals were brought forward, both methodological models and pedagogical strategies, which were introduced in professional practice and had an impact on the quality of teaching students with special educational needs.

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