The article aims to analyze public ICT policies that support inclusive education, considering the technological infrastructure and teacher training for the creation of a pedagogical context adapted to the special educational needs that students may present so that the school can provide equal opportunities to learn and train as well-rounded people. The theoretical foundation was based on the Constitution of the Republic of Colombia (1999), laws emanating from the Ministry of National Education of Colombia (MEN) and authors such as: Lugo et al (2016), Lugo and Brito (2015), Calvo (2013), Kauffman (2021). In this sense, the introduction, theoretical content, methodology and results of the analysis on the topic raised are described to delve into the research, analysis, reflection and pedagogical use of ICT in the field of inclusive education. The research was descriptive and followed the documentary design.