Implications of educating for inclusiveness in higher education institutions

in a reflective tone, this article addresses the issue of inclusive education considering its challenges and those for Higher Education Institutions. It is a topic of great importance at present, since it can lead to an educational and even a social revolution if it is assumed as a real acceptance of diversity at all levels. The text begins with the approach to Inclusive Education considering certain generalities, and then focuses on a possible definition, both stemming from the fulfillment of rights, according to the legislation proposed in the country, as well as the consideration and attention to diversity. The importance of considering Inclusive Education in relation to the Sustainable Development Goals set forth by the UN is raised, as well as enhancing its quality to ensure access and equal opportunities. Progress is made towards the formulation of some principles that guide the practice of a truly inclusive education and the construction of an appropriate epistemology is proposed, considering political, epistemic, sociological, anthropological, ethical-philosophical, pedagogical, didactic and psychological dimensions. As a final element, the necessary conditions to develop Inclusive Education are considered, and among them, teacher training is highlighted.