Theoretical-practical approach of the

inclusion of students with intellectual

disability in Colombia*

Enfoque teórico-práctico de la inclusión de

estudiantes con discapacidad intelectual

en Colombia

How to cite: Bermúdez, C. C. E. (2024). Theoretical-practical approach of the inclusion of stu-

dents with intellectual disability in Colombia. Revista Digital de Investigación y Postgrado, 5(10),

139-150.

139

Carmen Elena Bermúdez Cantillo**

https://orcid.org/0000-0003-4143-5978

Bananera Zone, Departament of Magdalena / Colombia

* The article stems from the doctoral thesis titled "Epistemological Model for the Educational Inclusion of Students

with Cognitive Disabilities in Institutions of the Banana Zone of Magdalena.

** The author is pursuing a Doctorate in Education Sciences at the Metropolitan University of Education, Science,

and Technology (UMECIT) in Panama. They hold a Master's degree in Education with an Emphasis on Curriculum

and Innovation, as well as another Master's degree in Education with an emphasis on Curriculum and Pedagogical

Innovations from Arcis University in Chile. They obtained their Bachelor's degree in Commerce and Accounting

from Mariana University of Pasto, Colombia. Additionally, they are specialized in Multimedia Education for Teaching

from the Cooperative University of Colombia. They currently work as a Primary School Teacher at La Quinina De-

partmental Educational Institution in the Vereda La Quinina, Santa Marta District, Colombia. Email: carel03288@hot-

mail.com

Revista Digital de Investigación y Postgrado, 5(10), 139-150

Electronic ISSN: 2665-038X

Received: February / 1 / 2024 Reviewed: February / 6 / 2024 Approved: April / 9 /2024

Abstract

The study examined the inclusion of students with intellectual disabilities in Colombia, comparing

the theoretical and practical aspects of educational inclusion. A quantitative and descriptive ap-

proach with a positivist methodology was used, surveying 59 teachers. The results revealed dis-

crepancies between theory and practice in inclusion. While a significant percentage of teachers

believe that the "Right to Equality" and "Non-discrimination" are addressed, few indicated that

individualized learning plans are always developed. Regarding the "Right to Participation" and

"Individualization," although positive actions are perceived, there is a lack of consistency in their

implementation, especially in the removal of physical barriers and pedagogical obstacles. These

findings suggest a disconnect between perception and practice in the implementation of edu-

cational inclusion in Colombia.

Keywords:

intellectual disability, education, inclusion.

Resumen

El estudio examinó la inclusión de estudiantes con discapacidad intelectual en Colombia, com-

parando los aspectos teóricos y prácticos de la inclusión educativa. Se utilizó un enfoque cuan-

titativo y descriptivo con metodología positivista, encuestando a 59 docentes. Los resultados

revelaron discrepancias entre la teoría y la práctica de la inclusión. Mientras que un porcentaje

significativo de docentes considera que se aborda el "Derecho a la igualdad" y la "No discrimi-

nación," pocos indicaron que siempre se elaboran planes individualizados de aprendizaje. Res-

pecto al "Derecho a la participación" y la "Individualización," aunque se perciben acciones

positivas, hay una falta de consistencia en su implementación, especialmente en la eliminación

de barreras físicas y obstáculos pedagógicos. Estos hallazgos sugieren una desconexión entre

la percepción y la práctica en la implementación de la inclusión educativa en Colombia.

Palabras clave:

discapacidad intelectual, educación, inclusión.

Introduction

Worldwide and specifically in Spain and Italy, attention to the educational processes of children

with intellectual disabilities has evolved towards a more inclusive approach, centered on the in-

dividual needs of students. In the past, these children were often segregated in special schools

or lacked access to formal education. However, Anta et al. (2024) indicates that in recent deca-

des, there has been a movement towards educational inclusion, seeking to ensure that all chil-

dren, regardless of their abilities, have access to quality education in inclusive environments.

This shift has been driven by increased awareness of the rights of people with disabilities, as

well as research demonstrating the benefits of inclusion for all students. According to Pérez et

al. (2024), many countries have now adopted policies and laws that promote educational in-

clusion, and measures have been implemented to support students with intellectual disabilities

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Theoretical-practical approach of the inclusion of students

with intellectual disability in Colombia

in regular educational settings.

These efforts include training teachers in inclusive teaching methods, adapting curricula and

educational materials to meet the individual needs of students, and providing additional support

such as classroom assistants or assistive technology, as stated by Gallegos (2023). Although

there are still challenges in the effective implementation of educational inclusion, significant

progress has been made in improving educational processes for children with intellectual disa-

bilities globally, according to Castillo (2021).

For García et al. (2023), educational inclusion is of vital importance for children with cognitive disa-

bilities, as it provides them with the opportunity to access quality education tailored to their indivi-

dual needs. When children with intellectual disabilities are included in a regular educational

environment, they can reach their full potential, both academically and socially, by interacting with

their non-disabled peers and receiving the support they need to overcome their difficulties, as

mentioned by Manco & Tobón (2023). In this sense, Acosta and Villalba (2022) indicate that inclusion

fosters acceptance and respect for diversity, promoting a culture of inclusion in society as a whole.

Inclusion also contributes to the social and emotional development of children with cognitive

disabilities, allowing them to form relationships with other children and develop a sense of be-

longing in their school community. By participating in educational and extracurricular activities

alongside their peers, these children can acquire skills for daily life and prepare for greater au-

tonomy in the future, as noted by Silva et al. (2023). Therefore, educational inclusion is essential

to ensure the right to education for all children, regardless of their abilities, and to promote a

more inclusive and respectful society.

Much has been said about the inclusion of students with disabilities in the education system,

but in practice, the reality shows a different side. Inclusion goes beyond having a teacher who

attends to these children in the regular classroom. It is about providing the right conditions for

them to fully participate in the educational process. According to Bermúdez (2022), this includes

having multidisciplinary teams that can provide support and guidance to teachers, adapting

the curriculum and educational materials according to the needs of each student, and creating

an inclusive school environment that promotes acceptance and respect for diversity. Only in

this way can true educational inclusion be achieved for all students.

In Colombia, attention to the educational processes of children with intellectual disabilities has

experienced significant advances in recent years, although challenges in their full inclusion still

persist. The country has adopted a series of policies and regulations that promote inclusive

education and guarantee access to education for all children, regardless of their abilities.

It is worth noting that one of the main advances has been the implementation of Decree 1421

of 2017, which establishes the legal framework for the educational attention of students with

disabilities. This decree recognizes the right of these students to receive inclusive education and

establishes guidelines for their care in the educational system. According to Bolaño-García

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Carmen Elena Bermúdez Cantillo

(2023), the Ministry of National Education has implemented programs and strategies to strengt-

hen educational inclusion, such as the Todos a Aprender Program, which seeks to improve the

quality of education for all children, including those with intellectual disabilities.

Despite these advances, there are still challenges in the effective implementation of inclusive

education in Colombia. One of the main problems is the lack of resources and training for tea-

chers, which hinders adequate attention to students with intellectual disabilities. According to

Valdés et al. (2023), social and cultural barriers persist that limit the full inclusion of these children

in the education system. All of this allows us to infer that while Colombia has made progress in

addressing the educational processes of children with intellectual disabilities, it still faces signi-

ficant challenges that must be addressed to ensure their full inclusion in the education system.

On the other hand, Henao (2023) states that inclusive education in Colombia has faced several

challenges that have hindered its success. Some of these challenges include the lack of adequate

resources, insufficient teacher training in inclusive education, lack of access to support techno-

logies for students with disabilities, architectural barriers in educational institutions, and social

discrimination. Similarly, Cornejo-Espejo (2023) points out that the implementation of inclusive

policies at the national level has been inconsistent and has faced difficulties in its effective ap-

plication at all educational levels. These factors have contributed to the lack of expected success

of inclusion in Colombia.

In some institutions in the Zona Bananera of Magdalena, Colombia, weaknesses in inclusive po-

licies have been observed, indicating that students experience low academic performance and

lack of participation in the educational process, which can affect their self-esteem and motiva-

tion. This affects their emotional and social well-being.

Furthermore, students without disabilities are also being affected by the lack of inclusion, as

they commonly develop negative attitudes towards diversity and inclusion, which can perpetuate

discrimination and exclusion in society. They may also miss out on the opportunity to learn im-

portant skills such as empathy and tolerance, which are crucial for living in an inclusive society.

This situation can result in learning difficulties for students who do not receive the necessary

support, affecting their academic performance and overall development. Moreover, the lack of

results in inclusive policies can have a negative impact on society as a whole, as quality education

for all is crucial for the social and economic development of the country.

The foregoing allows us to infer that when inclusive policies fail to achieve their objectives, ex-

clusion and inequality are perpetuated, which can have significant long-term consequences for

the education system and society as a whole. Additionally, if teachers fail in the process of in-

clusion of students with intellectual disabilities, negative effects can be observed in all students,

both those with disabilities and those without. Therefore, it is important for teachers to strive to

create an inclusive educational environment that benefits all students. In this sense, the study

sought to examine the theoretical-practical approach to the inclusion of students with intellectual

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Theoretical-practical approach of the inclusion of students

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disabilities in Colombia. Additionally, it proposes to establish a comparison between the theo-

retical and practical components of educational inclusion processes in Colombia.

Methodology

The study is framed within a positivist paradigm and follows a quantitative approach, aiming to

measure and analyze observable variables. According to Acosta (2023a, 2023b), positivism is

based on the idea that knowledge is obtained through observation and experimentation, see-

king general laws to explain phenomena. On the other hand, Arias (2016) considers that the

quantitative approach is characterized by the collection and analysis of numerical data to esta-

blish patterns and relationships between variables.

The study is descriptive in nature, as it seeks to describe the characteristics and behaviors of a specific

group of teachers who work with children with cognitive disabilities, without seeking to establish causal

relationships. The study sample consisted of 59 teachers working with students with disabilities.

Regarding inclusion criteria, teachers with experience in caring for children with cognitive disa-

bilities in the educational context were considered. Likewise, ethical considerations such as con-

fidentiality of information and informed consent of participants were respected.

For data collection, the survey technique was used, applying a questionnaire to 59 teachers wor-

king with this group of students. The questionnaire was validated by five experts in the field and

demonstrated high reliability, with a Cronbach's alpha coefficient of 0.968. The data obtained were

processed using the statistical program SPSS version 27, which allowed for descriptive statistical

analysis and the establishment of patterns and relationships between the variables studied.

Results

Next, the tables detailing the results for each proposed objective are presented.

Table 1

Research competencies of teachers

Note: Source: Own elaboration.

Indicators

Response options

Always Moderately Never

Fr F% Fr F% Fr F%

Right to equality 25 42,3 34 57,6 0 0

Right to non-discrimination 50 84,7 9 15,2 0 0

Right to participation 27 45,7 32 54,2 0 0

Right to individualization 10 16,9 35 61,0 14 23,7

Total 59 100 59 100 59 100

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Carmen Elena Bermúdez Cantillo

In Table 1, the theoretical components of educational inclusion are presented, regarding the fo-

llowing indicators: Right to equality, where 57.6% highlighted that this right is always recognized

in educational institutions from institutional guidelines, and 42.3% of teachers acknowledge that

inclusion has been moderately addressed as a right for all children.

Regarding the Right to non-discrimination, 84.7% of teachers consider that non-discrimination

towards students with disabilities is always actively promoted, while 15.2% consider this to happen

moderately. Similarly, concerning the Right to participation, it is observed that 54.2% of the sur-

veyed subjects stated that students with disabilities are moderately consulted about their prefe-

rences and needs in the educational environment, with 45.7% believing that this always occurs.

In terms of the Right to participation, a similar trend is observed, where the majority considers

that students with disabilities are moderately consulted about their preferences and needs in the

educational environment, but a significant percentage believe that this always happens, sugges-

ting a good level of student participation in their own educational process.

When analyzing the indicator of Right to individualization, it is evident that 61.0% of teachers

believe that sufficient resources and personalized support are offered to meet the individual

needs of students with disabilities to some extent, while 23.7% consider that teaching plans are

never adapted to address the specific needs of each student with disabilities, and only 16.9%

mentioned that this is moderately fulfilled.

Table 2

Practical Components of Educational Inclusion Processes

Note: Source: Own elaboration.

In Table 2, the results related to different indicators of the practical components of educational

inclusion are presented. Regarding the development of individualized learning plans, it is ob-

served that 57.6% of teachers consider these plans to be moderately developed, while 8.4%

believe they are always implemented, and the remaining 33.8% indicate that they never occur.

Regarding teacher training, 54.2% of respondents think this training is done moderately, 45.7%

believe it is never carried out, and no teacher indicated that this training is always done. In re-

lation to curriculum adaptation, 42.3% of teachers consider this adaptation to be moderately

Indicators

Response options

Always Moderately Never

Fr F% Fr F% Fr F%

Development of individualized learning plans

5 8,4 20 33,8 34 57,6

Teacher training

0 0 27 45,7 32 54,2

Curriculum adaptation

25 42,3 25 42,3 0 0

Removal of physical barriers

10 16,9 30 50,8 19 32,2

Total 20 33,8 39 66,1 0 0

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Theoretical-practical approach of the inclusion of students

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done, another 42.3% indicate that it is always done, and the remaining 15.4% think that the cu-

rriculum is never adapted.

Regarding the removal of physical barriers, 50.8% of respondents believe this removal is mo-

derately done, 32.2% indicate that it is never carried out, and the remaining 16.9% think that

these barriers are always removed. Finally, regarding the reduction of pedagogical obstacles,

66.1% of teachers consider this reduction to be moderately done, 33.8% indicate that it is always

carried out, and no teacher thinks it is never done.

Table 3

Comparison between the theoretical and practical foundation of the inclusion of children with in-

tellectual disabilities in Colombia

Note: Source: Own elaboration.

In Table 3, the results are compared between the theoretical and practical components of edu-

cational inclusion for children with intellectual disabilities, showing differences in the perception

and practice of surveyed teachers. Regarding the "Right to Equality," it is observed that 42.3%

of teachers consider that this right is always addressed in institutional guidelines, but only 8.4%

indicate that individualized learning plans are always developed, suggesting a gap between

theory and practice in this aspect.

In the case of the "Right to Non-Discrimination," the contrast is even more evident, as 84.7% of

teachers believe that non-discrimination is always actively promoted, but in practice, no teacher

indicated that teacher training is always conducted in this regard, reflecting a disconnect bet-

ween perception and action. Regarding the "Right to Participation," 45.7% of respondents be-

lieve that this right is always addressed, but no teacher indicated that physical barriers to

participation are always eliminated, suggesting a lack of coherence in the implementation of

this principle.

Regarding the "Right to Individualization," 16.9% of teachers consider that this right is always

respected, but 33.8% indicate that pedagogical obstacles are always reduced, indicating greater

attention to teaching adaptation than to the customization of learning plans. Hence, these re-

sults suggest that, although there is widespread awareness of the principles of educational in-

Indicators Theoretical (Always) Practical (Always)

Right to equality 42,3% 8,4%

Right to non-discrimination 84,7 0%

Right to participation 45,7% 0%

Right to individualization 16,9% 33,8%

Development of individualized plans - 8,4%

Teacher training - 0%

Curriculum adaptation - 05

Removal of physical barriers - 16,9%

Reduction of pedagogical obstacles - 33,8%

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Carmen Elena Bermúdez Cantillo

clusion, there is a significant gap between theory and practice in implementing these principles

in the educational context.

Discussion

Considering the results of this study, we sought to contrast them with previous theories that

would allow establishing the practical and theoretical importance of inclusive education in Co-

lombia. In this regard, Chen-Quesada et al. (2023) argue that the right to equality in the edu-

cation of students with intellectual disabilities is fundamental to ensuring their full development

and participation in society.

However, equality in theory is not always reflected in practice, as many students with disabilities

still face barriers to accessing inclusive and quality education. Larrazabal-Bustamante (2023)

indicates that for this right to be effectively fulfilled, educational policies should focus on adap-

ting educational environments, training teachers in inclusive pedagogies, and promoting a

school culture based on acceptance and respect for diversity.

Furthermore, Colmenero et al. (2019) state that the implementation of concrete measures to

ensure equality in the education of students with intellectual disabilities also contributes to buil-

ding a more just and inclusive society. However, Castillo et al. (2023) argue that when these stu-

dents are provided with the same educational opportunities as their peers, they are being

empowered and allowed to develop their full potential. For Dorado & Benavides (2023), this

not only benefits the students themselves but also enriches the school environment and pre-

pares all students to live in a diverse and plural society.

Regarding the right to non-discrimination in the education of students with intellectual disabi-

lities, Rivera-Vargas et al. (2023) consider that this implies that they should not be subjected to

differential or unfavorable treatment in the educational setting due to their condition. According

to Hoyos et al. (2023), to ensure this right in practice, it is essential to adopt measures that pro-

mote awareness and education in inclusive values. This includes training teachers in inclusive

pedagogies and diversity management, as well as fostering a school culture that rejects any

form of discrimination. Additionally, Arnaiz-Sánchez et al. (2021) emphasize the importance of

promoting the active participation of students with disabilities in school life and in decision-ma-

king processes that affect them, so that they feel valued and respected in their educational en-

vironment.

According to the rights to participation, Rivera-Vargas et al. (2023) argue that this refers to

creating a school environment that values and promotes the participation of students with

disabilities on equal terms with their peers, as well as providing them with the necessary sup-

port to express their opinions and contribute actively to the teaching-learning process. Ad-

ditionally, according to Moya et al. (2023), it is important to ensure that school facilities and

educational resources are adapted to facilitate the participation of all students, regardless of

their abilities.

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In this regard, Mateus et al. (2017) points out that, to achieve effective participation, it is essential

for teachers and school staff to be sensitized and trained in inclusive strategies that promote

active participation of students with disabilities.

Likewise, Vallejo & Castro (2023) state that it is necessary to promote collaboration between

the school, family, and community to ensure a supportive environment that fosters the full and

effective participation of all students, in line with the principles of equity and non-discrimination.

According to Ruiz-Bernardo (2016), to ensure this right to individualization, it is necessary for

teachers to have the training and resources to design and implement individualized teaching

plans that meet the particular needs of each student. This may include adapting educational

materials, modifying teaching methodologies, and providing specific supports, such as educa-

tional assistants or assistive technologies.

According to Rodríguez & García (2024), it is important to promote a school culture that values

diversity and recognizes the different ways in which students learn. This involves fostering an

inclusive environment where individual differences are respected, and the skills and potential of

each student are recognized and valued, regardless of their abilities.

The theories cited suggest that it is important for these indicators and the rights of inclusive

education to translate into practical actions to ensure that the rights of students with intellec-

tual disabilities are respected and their full participation in the educational system is promo-

ted.

Conclusions

The discrepancy between the theoretical recognition of rights and their practical implementation

can be attributed to several factors. Firstly, the lack of adequate resources, both material and

human, to fully implement the principles of inclusion. This includes insufficient training for tea-

chers and a shortage of specialized support and services to meet the individual needs of stu-

dents with disabilities.

Furthermore, there are cultural barriers and negative attitudes towards disability that can hinder

full inclusion. These attitudes may manifest in discriminatory practices and a lack of awareness

about the importance of inclusion for the comprehensive development of all students. Additio-

nally, the lack of coordination and collaboration among the different actors involved in the edu-

cational process, including teachers, administrators, families, and educational authorities, can

impede the effective implementation of inclusion rights.

On the other hand, the absence of a clear and coherent educational policy regarding inclusion

can also contribute to this gap between theory and practice. This indicates that the effective

implementation of inclusion rights requires not only theoretical commitment but also a con-

certed effort to overcome practical and cultural barriers that hinder the full participation of all

students in the educational system.

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Carmen Elena Bermúdez Cantillo

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