The following article attempts to cope with the lack of inclusive teaching practices at La Universidad La Gran Colombia, notably in the B. Ed. in English Program. I construct my main points around two perspectives: inclusive education as a requirement in colleges within mainstream classrooms, and social responsibility of universities to further the inclusion programs within the Colombian education and labor system. The analysis is based on supporting documents provided by Instituto Nacional para Ciegos (National Institute for the Blind INCI), article 14 of Decree 2082/ 1993, and a research paper called “The attention University Professors Give to Students with Special Educational Needs” (2015) among others. From my point of view, the B.Ed. in English Program barely integrates the inclusion policies with the type of strategies needed to prepare the pre-service teachers with the required knowledge to face inclusive classrooms, nor does it provide sufficient support, particularly to students with low vision through the necessary accommodations and modifications. As a result, teachers have to neglect their teaching role to adapt an assistant-6 related methodology in the class development. Therefore, it is necessary to foster proper training, protocols, and resources to improve inclusive teaching practices in the B.Ed. in English Program. The information showed in this paper is part of a reflective process which also gathers experiences from a student of the English program with visual impairment.