Abstract
Educational inclusion requires permanent review and is therefore a permanent challenge. The reference context is the University of the Republic of Uruguay, historicizing the legal process that accompanies, enables and makes possible educational inclusion as a fundamental right. Subsequently, the focus will be on the Faculty of Psychology, detailing experiences and modalities in which educational inclusion materializes, presenting the space that is established for the singular approach: The Teaching Renewal Program (PROREn). This program addresses various areas within the framework of educational inclusion: people with disabilities, diagnosed with dyslexia, ADD, SLI and others; people deprived of liberty, people who are going through health or life situations that may compromise their educational path, gender diversity, social vulnerability and migration. Each situation requires a specific institutional response articulated with the life scenario of each student. Also think about the institution and anticipate situations that compromise the due inclusion of each singularity.