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The speech therapist works for the communicative well-being in different scenarios, one of them the educational, where a more direct and structured relationship between communication and learning is presented. The role of the speech therapist in inclusive education was legitimized by Decree 366 of 2009 of the Ministry of National Education (MEN). Until the year 2017, the Decree 1421 of the MEN regulated the educational attention for the population with disabilities without specifying the participation of these professionals in the education system. Objective: To expose the perception of a group of speech therapists from different regions of Colombia who work in inclusive education, about their professional role and working conditions in this scenario. Method: The study had a qualitative approach on exploratory level. Convenience sampling and field work by remote semi-structured interview were made. Results: The interviewees expressed that the role is very little recognized, that there are bad working conditions and that it is important to have more education in inclusive education to be able to perform in this scenario. Discussion: The results are consistent with previous studies, therefore few historic transformations are recognized, which invite us to debate on the new normative. This is not an exhaustive study, but it intends to provoke a consideration to support the strengthening of Speech Therapy and the recognition of the speech therapist’s role on inclusive education.

PERCEPCIONES DE UN GRUPO DE FONOAUDIÓLOGOS COLOMBIANOS SOBRE SU ROL PROFESIONAL EN EDUCACIÓN INCLUSIVA