Individualized Plan of Reasonable Adjustments [PIAR], so initially

a characterization of students was made and according to the results

a care pathway was designed and implemented; likewise the impacts

of the same in the construction of an inclusive education according

to the needs of students were evaluated. On the other hand, the

research adopted a qualitative methodological route of Action

Research type and with a participation of 15 students; as for the data

collection instruments, an interview and a field diary were adopted.

It concluded that the need was identified to strengthen the inclusion

policy and awareness in the educational community, and to know

identification of the student to the continuous evaluation of the

Individualized Plan of Reasonable Adjustments [PIAR],

pathway.

El presente artículo planteó como objetivo principal describir de qué

manera se fortalece el proceso de inclusión en estudiantes en

condición de discapacidad de pregrado de la Universidad

Surcolombiana de Neiva Colombia, mediante una ruta de atención,

para la construcción y la implementación del Plan Individualizado

de Ajustes Razonables [PIAR], por lo que inicialmente se realizó una

caracterización de los estudiantes y según los resultados se diseñó e

entrevista y un diario de campo. Concluyó que se identificó la

necesidad de fortalecer la política de inclusión y la sensibilización

en la comunidad educativa, y de conocer profundamente la

normatividad y las necesidades específicas de los estudiantes con

discapacidad; además, se diseñó e implementaron una ruta de

atención detallada que guía cada paso del proceso, desde la

identificación inicial del estudiante hasta la evaluación continua del

Plan Individualizado de Ajustes Razonables [PIAR], demostrando

un compromiso institucional con la creación de un entorno inclusivo

y accesible. En última instancia, la implementación de esta ruta ha

Introduction

The research focuses on the importance of inclusion, attention to the

needs of students and the promotion of meaningful scenarios for the

integral development of each person at the educational level. In

every school environment and at every level up to the university,

institutions must look after students and generate strategies to create

equity and equality, so it is a challenge of qualification for the actors

involved in the teaching-learning processes; so that, from pedagogy

and vocation, teachers as academic managers should have an

in the world. According to the World Bank (2023), to achieve

inclusion requires social participation with awareness and empathy,

since it is estimated that 15% of the world's population has a

disability condition with economic limits, access to education, lack

of transportation, health conditions, mobility and quality of life.

In the same context, the United Nations (2024), express that in the

conditions of higher education in the world an estimated population

of 15% with disabilities and with borders, estimates and rejections,

so it is necessary to have care routes, support strategies and

guarantees in the quality of the right to education. Faced with the

programs (Pontificia Universidad Javeriana, 2020); however, there

institutional policies and support to ensure quality as support. Under

this perspective, Oviedo and Hernández (2020), argue that education

educational institutions as inclusive organizations, since there are

still many factors to be strengthened. Among these must be

Although, the PIAR is also part of the teachers' planning in their

to the curricular criteria of the universities, the Ministry of National

The PIAR are tools to strengthen the teaching-learning processes and

Taking into account the problems worldwide and in Colombia

regarding inequality in education for students with disabilities and

National Education generates school guidelines as formative, each

Higher Education Institution has autonomy, responsibility and

inclusion to minimize differentiating barriers that are still present

universal human rights for this vulnerable group is emphasized. The

The main findings of the research are described below.

of their sensitive information. The following is a description of the

findings identified without highlighting the personal data of each

In the first question of the instrument, they were asked if they

consider that the university promotes the inclusion of undergraduate

students; furthermore, 80% consider that the university promotes

inclusion, but an additional 20% say that it does not. It is worth

mentioning that, based on the findings, the institution can think of

significant improvements to raise awareness of inclusion and

accessibility alternatives, but also propose improvements from

contexts and positive listening to the context of each student.

To complement, the students were asked the reasons for their

answers, finding these transcripts where it is evident if they generate

From the context it is determined that 93% of the students do not

know any current regulations on disability and 7% mention that they

also shown that the students believe that in general they do not know

evident that in the face of ignorance, a juncture can be created to

well as with public policies that promote inclusion in higher

compliance, but with social responsibility.

On the other hand, 60% of the students consider that the university

does have inclusion policies, while 40% consider that it does not. To

complement this, the students were asked if they knew which

policies they knew about, to which they responded. According to the

it is.

In this case, there is a need for the university to socialize these

policies to the entire community in order to comply with them and

generate a cultural boom of inclusion for the development of all. In

the next question analyzed in the instrument, students were asked if

the university attends to the needs of undergraduate students with

disabilities, to which they responded.

From the analysis in the first instrument, it is shown that 73% of the

for students in condition of disability, finding the following.

In the last question analyzed, it is evident that 60% consider that the

university does have a comprehensive care route for students with

disabilities and 40% mention that it does.

It is determined that students do not know the meanings of the

comprehensive care route, so they confuse it with actions for

need for the design and implementation of a comprehensive care

found to create an attention route for the construction and

implementation of a PIAR for students with disabilities, therefore its

implementation is sought as a guiding principle and generator of

inclusion, equity and university space for all. The route designed

according to the needs of the Universidad Surcolombiana de Neiva

Taking into account the route created for the construction and

implementation of the PIAR for students with disabilities, it is

possible to significantly determine that this would be part of a

navigation map for the promotion of inclusion and equity in

university scenarios, eliminating exclusive barriers and

discrimination; in addition to promoting an education for all and

where each student is visible.

Thus, the first step is the reception of the student, where upon arrival

at the University, their needs are known, they register for the

admissions process and the first approach is made with the disability

for all.

The second step of the route is the identification of the student, where

their needs are deepened under a characterization, a socialization of

a direction is created for teachers, who have a continuous

qualification to make their practices more flexible and allow the

The third step is the formation of the team of professionals to support

disability [PRAD], at this point the University generates an open call

a group of professionals in the areas of psychology, law, counseling

contributions that eliminate exclusion gaps in the University and

to the head of the program and the team to initiate the needs of the

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