Although Ecuador has made strides in regulation, the barriers to inclusive universities reveal a fragmented vision for access and non-termination of special educational needs (SEN) persons. This research aims to assess the impact of physical, academic, and political-institutional barriers on successful inclusion. The importance of this study stems from the need to promote equality in education, a fundamental trait in equitable and fair societies where an increasingly diverse population renders diversity a value. Scholars note barriers regarding spaces and human resources; however, few touch upon the ambiguity and uncertainty of perceptions from all educational stakeholders. Thus, a mixed-method design approach was taken through surveys processed in RStudio, interviews in Atlas.ti , and the application of the Plithogenic Offsets method, which best suits the rendering of complexities and inconsistencies. Ultimately, the findings suggest there is a significant difference among participants regarding perceived academic barriers, especially with SEN persons as a more heterogeneous group; shortcomings are noted in curricular adjustments and institutional orientations. This study contributes to the theoretical framework by suggesting neutrosophic analysis for assessment of unclear adaptive educational environments while practically, reliable teacher training and improved regulation could make inclusion an expected reality rather than a dream of Ecuadorian classrooms.