Inclusive education supports efforts to address the diversity of students based on their various social, intercultural, and/or personal conditions across all educational levels. The aim of this study is to analyze inclusive education at the higher education level in Latin American countries, in order to respond to a reflected representational crisis. The methodology used is documentary in nature, allowing for the generation of valid and scientific alternatives from a qualitative perspective.
In higher education, it is necessary to study not only facts or circumstances reflected in treaties, conventions, and movements, as well as in educational regulations (constitutions, laws, regulations, agreements, decrees, among others) presented as mandatory mechanisms, but also to reflect on their relevance based on variables such as student presence, participation, and success.
In this regard, higher education institutions must take on two major challenges related to: a) training that is structured from within academia; and b) processes that ensure the development of learning, skills, and competencies to function as members of society, considering economic, productive, political, health, or cultural aspects, among others.