Systematization of school practices that have enabled inclusive educational processesat the Institución Educativa Escuela Normal Superior de Neiva

Abstract

Educational inclusion in Colombia remains a permanent challenge, despite the regulatory advances that support it, such as Law 1618 (2013) and Decree 1421 (2017). At Neiva High School, the focus on serving students with hearing impairments has raised the need to analyze which pedagogical practices have favored inclusive processes and their limitations. This study proposes systematization as a strategy to recognize experiences, understand their scope, and contribute to the development of institutional policies consistent with diversity. The research adopted a descriptive qualitative approach, employing semi-structured interviews, document review, and classroom observations. The results highlight the importance of sign language, curricular flexibility, and family support as significant inclusive practices. Barriers related to teacher training, specialized teaching resources, and institutional management were identified. The conclusion is that these experiences strengthen the PEI and constitute benchmarks for moving toward inclusive educational policies. The findings also open the door to further research into teacher training and the design of sustainable school policies that promote inclusive, equitable, and transformative education.