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The workshop was attended by representatives of the Ministries of Education from Argentina, Costa Rica, Guatemala, and Uruguay, who have previously been present in virtual work meetings where the state of the region's information systems and conceptual frameworks have been discussed. Professionals from the Chilean Ministry of Education also participated especially in the workshop in Santiago.

Alejandro Vera, head of the Education Monitoring and Planning Unit at UNESCO Santiago, explained the nature of this joint work, because in recent years there have been advances in a set of conceptual and methodological definitions that expand and enrich the framework for diagnosing, monitoring and following up the population with disabilities.

Jeannette Hernández, Deputy Director General of Special Education of the Ministry of Education of Guatemala said: "I see that we can improve the entire system of indicator records for the benefit of students with disabilities. The impact of this data leads to the exercise of the right to education for all those who are still outside the system and those who are within it, to provide them with quality and equitable education."

"This regional meeting where information being built by different countries is collectively shared is an opportunity to get to know the institutional frameworks of inclusive education and the follow-up of data from students with disabilities at the regional level," says Carolina Sanguinetti, coordinator of Inclusive Education at the Ministry of Education and Culture of Uruguay. She added that learning about policy design experiences and generating articulation strengthens the regional system and that the more the generation of these data is reinforced, the more it will benefit the inclusive education policy.

Julián Falcone, statistical advisor of the Ministry of Education of Argentina indicated that these exchanges between countries enrich everyone's work, which benefits the generation of indicators. "A statistical approach to educational problems and the advances of policies is important to avoid biased diagnosis and for statistics to serve effectively with reliable and relevant data for scientific management of information."

Francisca Cabrera, the National Head of Diversity Attention in the General Education Division of the Ministry of Education of Chile, stated that we are in a transition where educational systems must be able to identify barriers to learning and participation, and generate actions to eliminate them. She added, "These instances are an important space for dialogue, to establish comparisons between the responses that our different systems have, and to understand what complexities we could address as a region."

Lisandro Fallas, National Advisor of the Department of Educational Support for Students with Disabilities at the Ministry of Public Education of Costa Rica, expressed that these meetings enrich practices and the generation of more reliable data that impacts what the population with disabilities needs in terms of education. He detailed that in this way, these individuals can be effectively accompanied, not only them, but also the teachers and families.