Objective: to identify the role of the curriculum regarding the right of people with disabilities to have an inclusive education stated on the decree 1421 of 2017. Methodology: theoretical and analytical study with documentary review. Findings: the implementation of an inclusive education for people with disabilities, means ensuring the access to education without any limitation or restriction aroused from disabilities. Regarding this, a flexible curriculum constitutes a starting point for a real recognition of the inclusive education, since it is the instrument to carry out an institutional educational project coherent with the national policies on inclusion and disability, which are transversal to the educational policy in Colombia. Conclusions: the curriculum is the way towards the transformation of the idea of inclusive education, since from this point, the real possibilities of an inclusive education for all people that conform the educational community are built.