The article presents a comparative analysis of the progress and challenges of inclusive education in Colombia in relation to Spain and France, two nations that have stood out for their progress in this field. For the analysis, international agreements and policies were consulted and several categories were taken into account to illustrate the level of progress Colombia has achieved in inclusive education. These categories include the conceptual approach, curriculum design, those responsible and beneficiaries, teacher training, educational levels, institutions involved in the process, and legislation. As a result, the authors found that legislation on inclusive education in Colombia is very similar to the policies used in Spain and France. These policies impose new challenges to strengthen inclusion in schools and educational institutions. However, there is still a lack of actions aimed at fostering inclusion, such as budgetary investment for teacher training, improvement of infrastructure in educational institutions to provide inclusion, and a change in the conception of inclusion as such.