Introduction:

the Special Educational Needs (SEN), are addressed from the medical and social models of the disability, which implies the look of the bodies from the rehabilitation and the assistance, not knowing the diversities in the developments and in the needs of support, besides the invisibility of the caregivers as subjects of rights.

Objective:

To describe the relationship between the care of children with SEN, from the medical and social models of disability, and the way in which caregivers assume the responsibility of accompanying these children in the different processes.

Methods.

The qualitative research approach was used, with hermeneutic phenomenological method, and collective case study was used.

Results:

it was found that attention in the health and education systems is related to the way of assuming, both the diagnosis and the accompaniment of their children, in addition, that the care is usually delegated to the mothers.

Conclusions:

the social and medical models still prevail in the understanding of the condition of disability, which is unfavorable so that the attention, not only of those who live it but of its carers, is framed in a model of social justice and recognition.

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