With the implementation of the concept of educational inclusion in the Colombian regulatory framework, the case study of the Francisco de Paula Santander University is presented, as part of the pilot plan for the application of the Inclusion Index in Higher Education (INES), understood as a complementary tool to the Colombian inclusive education policy carried out during the years 2016 to 2017 that allowed the measurement of the inclusion levels of 19 universities in the country analyzing their opportunities for improvement towards quality education. This article presents the results of the study of the impact of the aforementioned initiative in aspects related to the 12 accreditation factors in the execution of demonstrative actions and good practices for higher education in the institution under study. For this purpose, a qualitative methodology was used with the use of tools such as: participant observation, which allowed to expose the strategies produced within the framework of INES - INCLUSIVE from the experiences of the actors involved and the documentary analysis that facilitated the examination of the Historical evolution of the concept of inclusion within the academic faculty. This research, allowed the university to register those actions and good practices susceptible to replication in order to generate a re-construction of the actions carried out behind the most successful significant experiences and protocolization of them through the adoption of processes that allow their permanent integration into the daily work of the institution.