During the Ley 1349 de 2009 was passed.  In 2009, Law 1349 of 2009 approved the adoptionof  the ‘Convention on the Rights of Persons with Disabilites’. The purpose of this convention was to promote and protect the full enjoyment and conditions of equality of all fundamental human rights for people with special needs and to promote the respect of the inherent dignity among the society. Also, this convention gave the opportunity for disabled professionals who were skillful at using Braille and sign language to become members of the educational community.   In the education field all the States that abide by the convention, have to certify that all people with Special Educational Needs receive a long-life education. Today, it is every day more common to see students with different disabilities entering university and obtaining their diplomas.

One  of the latest regulations is the Decree 1618 of 2013, which asserts  that the MEN has to design an intersectoral program that assists the family of children and teenagers with disabilities, which we acknowledge as an amazing idea to help those families that do not have a clue of how to manage cases like these. Furthermore, the State must verify that all public school exams be inclusive or accessible. Likewise, this organization must guarantee that these children and teenagers have free access to primary and high school education.

Regarding higher education, the MEN has to provide young adults and adults with access to it; hence, the MEN must find a way of encouraging  universities or programs alike to invest time and  economic resources in research and technological strategies. However, at Colombian universities there is not enough research on this topics and the facilities are not user-friendly. Furthermore, we usually find that these adaptations to students with needs are scarce, and not many teaching programs promote students awareness of diverse classmates. This  law also asserts that Colombian universities must promote teacher training in inclusive education regardless of the type of teaching they provide as  well as to include classes that adress these issues in the curriculum. Unfortunately, this is a regulation that has been neglected by many university programs, especially when it comes to the English teaching study plans. According to Vargas, Palomino & Zambrano (2015), research shows that only 13 out of the 52 English Teaching programs available in the country have a subject that educates teachers so that they can respond to these challenges, but it is a fact that in these courses their training is not comprehensive at all, regardless of the requirements of this law.    

To conclude, much has been written about inclusive education in our country for the last two decades. The already mentioned decrees and laws are the most important one of a wide range of agreements and mandates that promote a friendly classroom environment that embraces students with different talents and disabilities. However, such regulations do not assure that the rights of children with disabilities are being respected and that educational institutions are doing a great effort to provide them with methodologies, approaches and facilities that make them feel part of the school community. That is why, these efforts are kind of pointless if there is not regular supervision by local authorities.