This dissertation proposes as a baseline the validation of the systematization of experiences in pedagogical and interdisciplinary processes for educational inclusion in Colombia as a new form of research, as they have left traces for the resignification of theories around new ways of thinking and acting in front of the challenges that the development of pedagogical-didactic proposals in the frame of an inclusive public educational policy of the Ministry of National Education (MEN), by decree 1421 of 2017, that annulled the presence of centers of special education, and blamed regular school institutions, which lack trained teachers, pedagogical model and adequate curriculum to address individual differences in learning styles and rhythms; With this lack of conditions, the institutions justify the non-acceptance of students with specific needs for differentiated educational support. In this sense, it is necessary to investigate the initiative of classrooms for inclusion through teacher training and didactic innovation that aims to achieve the learning of all, becoming a valid possibility of an educational intervention process.