Inclusive education and virtuality: application of the Inclusion Index for Higher Education to a virtual program

Abstract

The present work seeks to contribute to the processes of selfevaluation and continuous improvement of higher education programs in their virtual modality, by identifying the conditions that a virtual Public Accounting program have according to the diversity outreach. To achieve the latter, the document begins by sharing some definitions of education and inclusive education. The document presents the main international guidelines of the United Nations for Educational, Scientific and Cultural Organization (UNESCO), as well as some national regulations that apply to the subject of study. The research methodology is briefly described, which revolves around a case study, in which the Index of Inclusion for Higher Education of the Ministry of National Education of Colombia (INES, according to its initials in Spanish) is applied to a virtual undergraduate program. In the final part, there is shared the preliminary results of the application of the Index, which are grouped according to the Factors that are used in the High-Quality Accreditation processes of the National Accreditation Council (CAN, according to its initials in Spanish).