Introduction:

Inclusive educational models are currently part of educational policies; these models presuppose the use of feasible methods and procedures for a heterogeneous classroom and are at the core of the United Nations Educational, Scientific and Cultural Organization projects and in the Sustainable Development Goals 2030.

Objective:

To describe some of the existing barriers and the advantages of implementing the heterogeneous classroom in favor of a more inclusive education.

Method:

A retrospective longitudinal descriptive study was conducted on the relationship between inclusive education and virtual learning environments.

Results:

Virtual platforms promote the advancement of educational systems with flexibility in the application of methods and procedures that make them adaptable to different individualities and, therefore, more inclusive. This is perceived as a vision of the future where everyone enjoys the same rights and opportunities under equal conditions.

Conclusions:

The development achieved by Information and Communication Technologies provides the basis so that, through virtual platforms, inclusive education can be concretized and perfected.

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