In the last ten years, higher education institutions within their educational policies have adopted inclusion strategies for people with disabilities, which has generated multiple challenges involving infrastructure and technological adaptations, in addition to including teachers who can meet the diversity and achieve inclusion competence. To evaluate the current conditions related to educational inclusion of people with disabilities in an administration program of an educational institution of higher education. The 27 teachers and 129 participating students highlight the importance of strengthening the implementation of the inclusive policy from the three substantive functions: social projection, teaching-research, and academic-administrative management.