Currently, many say about the inclusive curriculum, however, in Colombian educational institutions, the inclusion of children and young people with intellectual disabilities in regular education systems denotes a significant weakness due to the inadequacy of pedagogical strategies. proposals, which is the result of an unequivocal interpretation of the educational curriculum. The objective of this research was to analyze the inclusive curriculum to improve the care of children with special educational needs in educational institutions in Colombia. The study was descriptive, the population was made up of two strata: 1 (8) teaching directors and "2" (78) teachers; the instrument used for the collection of information was the survey-type questionnaire with responses from five alternatives that were validated by five experts. The results showed that the curriculum in Colombia tends to establish flexible guidelines, however, national policies are not directly linked to the real needs of students at the institutional level, since there is difficulty on the part of teachers to adapt strategies and content to the cognitive capacities of the students without disfavoring the learning in the students who do not present intellectual disabilities, evidencing inefficient practices in terms of the qualitative assessment of the indicators: self-regulation of the contents, axiology as part of the training and the integrality of the social actors . Concluding that the inclusive curriculum in Colombia suffers from the training for the understanding of its elements by teachers. Continuous training of teachers for the interpretation and management of the curriculum is recommended.