La educación inclusiva en el nivel superior. Políticas públicas y buenas prácticas en Iberoamérica

The Ibero-American countries, through their States, have the responsibility of fulfilling the right to education, described through legal instruments that seek equity at all educational levels. In recent decades, declarations, letters and conventions have been written that regulate commitments to comply with legislative measures in each country; as well as laws that describe education as a service for all. Inclusive education must be understood according to new work challenges based on the learning needs of each of the students. These are not labeled at any time by the teacher, but they are attended to with different actions. It takes place in an atmosphere of warmth for teachers and students. It seeks to achieve in all students their presence, participation and academic success at different educational levels. The methodological construction is reflected through the management of different intervention models applied in higher education institutions, as well as the proposal and trajectory of the “Social Model of Inclusive Education”, described through three important variables such as educational policies, the conditions of the students and attitudes towards diversity, thus allowing us to know an index of effectiveness of the model. The aforementioned model has been applied as a pilot experience in two important universities in Ecuador, reflecting an index of management in inclusive education, as well as a percentage of reliability of the model.