Gestión de la inclusión en educación superior: diseño de un protocolo institucional para necesidades educativas especiales bajo enfoque de calidad

Inclusive management in higher education: designing an institutional protocol for special educational needs

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Introducción: La atención de estudiantes con necesidades educativas especiales (NEE) constituye un desafío para las instituciones de educación superior, especialmente cuando los procesos de identificación, apoyo, seguimiento y evaluación se desarrollan de manera fragmentada. En este contexto, resulta necesario establecer mecanismos institucionales que permitan organizar una respuesta inclusiva y orientada a la mejora continua. Objetivo: Diseñar un protocolo de atención a las necesidades educativas especiales integrado al Sistema de Gestión de Organizaciones Educativas. Metodología: Se desarrolló una investigación cuantitativa, aplicada, descriptiva, no experimental y transversal, con la participación de 21 docentes y miembros del personal administrativo. Para el diagnóstico se aplicó la MEP-SGOE-NEE, conformada por 15 ítems distribuidos en cinco dimensiones. Los datos fueron procesados mediante frecuencias y porcentajes para identificar el nivel de desarrollo de los procesos institucionales relacionados con la atención de las NEE. Resultados: Los resultados evidenciaron un desarrollo limitado de los procesos institucionales, con predominio de valoraciones desfavorables en las dimensiones relacionadas con las competencias y capacitación del personal, así como con el seguimiento, evaluación y control. A partir de estos hallazgos se diseñó un protocolo articulado con el ciclo Planificar-Hacer-Verificar-Actuar, que incorpora procedimientos, flujos operativos y registros documentados para organizar la identificación, atención, seguimiento y evaluación de estudiantes con NEE. Conclusiones: El protocolo diseñado constituye una herramienta para fortalecer la gestión institucional de las NEE mediante procedimientos sistematizados y articulados con la mejora continua. Su implementación puede favorecer una atención más organizada, inclusiva y sostenible dentro del Sistema de Gestión de Organizaciones Educativas.
Introduction: Addressing students with special educational needs (SEN) represents a challenge for higher education institutions, particularly when identification, support, monitoring, and assessment processes are implemented in a fragmented manner. In this context, it is necessary to establish institutional mechanisms that enable an organized, inclusive, and continuous-improvement-oriented response. Objective: To design a protocol for addressing special educational needs integrated into an Educational Organizations Management System. Methodology: A quantitative, applied, descriptive, non-experimental, cross-sectional study was conducted with the participation of 21 teachers and administrative staff members. For the diagnostic assessment, the MEP-SGOE-SEN instrument was administered, comprising 15 items distributed across five dimensions. Data were processed using frequencies and percentages to identify the level of development of institutional processes related to addressing SEN. Results: The findings revealed limited development of institutional processes, with predominantly unfavorable assessments in dimensions related to staff competencies and training, as well as monitoring, evaluation, and control. Based on these findings, a protocol aligned with the Plan-Do-Check-Act cycle was designed, incorporating procedures, operational workflows, and documented records to organize the identification, support, monitoring, and assessment of students with SEN. Conclusions: The proposed protocol constitutes a tool for strengthening institutional management of SEN through systematic procedures aligned with continuous improvement. Its implementation may contribute to a more organized, inclusive, and sustainable approach to addressing SEN within the Educational Organizations Management System.

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Alegre Jara, M. E., Hernández Falla, J. V., Senmache Zamudio, N. Y., & Castillo Ramos, N. E. (2026). Gestión de la inclusión en educación superior: diseño de un protocolo institucional para necesidades educativas especiales bajo enfoque de calidad. Revista Tribunal, 6(17), 1-17. https://doi.org/10.59659/revistatribunal.v6i17.562
Número
Vol. 6 Núm. 17 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Octubre – Diciembre 2026
Sección
Artículos de Investigación
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Alegre Jara, M. E., Hernández Falla, J. V., Senmache Zamudio, N. Y., & Castillo Ramos, N. E. (2026). Gestión de la inclusión en educación superior: diseño de un protocolo institucional para necesidades educativas especiales bajo enfoque de calidad. Revista Tribunal, 6(17), 1-17. https://doi.org/10.59659/revistatribunal.v6i17.562

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