Description

The purpose of this research was to establish the guidelines for the construction of a holistic model of school inclusion from the identification of barriers to learning in four educational institutions (2 private and 2 public) in San Juan de Pasto, Colombia, under a mixed methodology (quantitative and qualitative) and research of descriptive action. The phases diagnostic, proposal, implementation, evaluation and mo-nitoring were referred, and methods of individual type (biopsychosocial), family type (emotional and relational homeostasis), family dysfunction and social type (group interventions - peer group) were im-plemented. Finally, personal, family, group and social barriers were identified, aspects influencing the academic performance of students. Needs were recognized and an intervention proposal was formulated with a new way of organizing the teaching and learning processes under a holistic approach (holism = holos = total).