Abstract

Objective: To compare disability-inclusion strategies and programmes in higher education institutions in Mexico and Colombia and identify organisational conditions associated with gaps between policy intentions and implementation. Methods: A qualitative comparative multi-case design used a documentary corpus of 15 materials and eight semi-structured interviews with adult professional key informants, one per case university. A criterion-based purposive sample of eight universities (four per country) balanced public and private institutions and prioritised cases with disability-support units or inclusive education programmes. Data were analysed through grounded theory-informed axial and selective coding, with triangulation across documents and interviews; informed consent was obtained. Results: Five categories structured the findings: inclusive cultures, inclusive policies, inclusive practices, educational trajectories and progress/challenges. Within this case set, Mexican universities showed stronger institutionalisation through protocols, structured support routes and more visible technological accessibility. Colombian universities showed more fragmented implementation, often dependent on local initiatives, with persistent attitudinal barriers and weaker systematisation. In both contexts, misalignment between normative discourse and implementation capacity constrained staff training and impact evaluation. Conclusions: Sustainable inclusion was most evident where institutional culture, policy and practice were aligned. Monitoring mechanisms, stable resourcing and longitudinal support pathways are needed to secure equitable student trajectories from admission to graduation.

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