In this paper we develop an analysis and reflection on the legacy of the Salamanca World Conference and Framework for Action after 25 years, from the perspective of some of the main actors involved in its organization, development and monitoring. This work aims to contribute to the reflection by signifying the messages of Salamanca, realizing both their contributions, unresolved aspects over the years, and the challenges that Latin American countries face to move schools and educational systems in an inclusive direction. This is a collective construction that includes the voices of six relevant actors who together with the authors, took different roles at the Conference. The invited participants produced their accounts based on a thematic script that guided the reflection. A first content analysis was carried out in relation to these thematic units and others that emerged. Then, textualities were triangulated with the principles and proposals of the Salamanca Declaration and Framework for Action, integrating it into a narrative that shaped this article. As a result of this analysis, five challenges and some policy orientations are proposed in order to move towards an equitable and inclusive quality education in Latin America.

Salamanca conference; Inclusive education; Special educational needs; Educational policies; Right to education.