Methodology:

Were used the qualitative research paradigm and ethnographic design were used, the population was made up of teachers, students and administrators of the university under study, besides, was carried out a review of the political and academic documents and the men-cionated educational center. The collection techniques used were the document review and the semi-structured interview.

Results:

It is found that inclusive education is considered by institutional documents as a fundamental factor for educational quality, however, there are no specific care protocols for populations that have priority from this approach, in addition, is evident that the educational community unknown the expressed by the university about inclusion and points out different difficulties that it presents in this area.

Conclusions:

It is necessary that higher education institutions propose affirmative actions, that is, policies and strategies that provide the opportunity for the diverse population to receive a quality education through a planned process that allows transcending from reactive to proactive care that responds effectively to their needs educational needs

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