Challenges in the Implementation of Inclusive Education in Colombia: A Systematic Review of Recent Literature

Abstract

Inclusive education constitutes an essential principle for guaranteeing the right to equitable and quality education. In Colombia, despite having a solid regulatory framework —represented by Law 1618 of 2013 and Decree 1421 of 2017— a gap persists between educational policy and its practical implementation. This systematic review aimed to identify and analyze the main challenges of inclusive education in Colombia, as well as to examine how recent scientific literature has addressed their overcoming at the initial, primary, and secondary education levels.

The study followed the guidelines of the PRISMA model through a rigorous process of searching, selecting, and analyzing evidence from the Scopus, SciELO, Dialnet, and Google Scholar databases, resulting in the inclusion of 26 relevant studies.

The findings reveal that inclusive education faces a multifactorial problem structured into six categories: (1) lack of resources and infrastructure, (2) insufficient teacher training and knowledge, (3) curricular rigidity, (4) gaps in policy implementation, (5) perceptions and social stigmatization, and (6) structural inequalities.

It is concluded that, although there have been significant regulatory advances and pedagogical efforts, inclusive education in Colombia continues to be constrained by structural and cultural factors. Strengthening teacher training, ensuring adequate institutional conditions, and promoting an educational culture based on equity and social justice are essential to advancing toward effective and sustainable inclusion.