This article reviews the concepts of educational inclusion, using some authors and the international and national regulatory framework. Likewise, we developed a statistical approach, visualizing the number of people with disabilities, their level of schooling, and how their condition generates a high dropout rate. Something that is striking is that the data provided by national institutions are completely different. Consequently, the national government designs technological tools to identify people with disabilities and include them in a database. It has also created inclusive strategies. However, there are difficulties in its application. After that, we review of some studies, most of them qualitative, which shows the challenges and problems that exist in the implementation of pedagogical customs, which can be considered segregationist. Some teachers resist the implementation of inclusive strategies in the classroom because they perceive people with disabilities as unguarded. Thus, generating paternalistic practices, which prevent adequate feedback among teachers of students. There are a series of social, cultural, economic, academic, and normative problems that have caused difficulties in the performance of pedagogical practices. Another problem is the impossibility of identifying people with disabilities in rural areas because they do not have technological tools. It is essential that all actors intervene in the design and establishment of national pedagogical policies and practices.