Summary

Teaching attitudes are essential when talking about educational inclusion. The aim is that all students learn together, regardless of their condition. However, this is not possible without the willingness and collaboration of teachers. This article aims to identify teachers’ attitudes towards the inclusion of students with Specific Educational Support Needs (SEN). To this end, the specific objectives were to identify behavioral attitudes, characterize cognitive attitudes, determine affective attitudes and identify the differences between the centers studied in teachers’ aforementioned attitudes. The study’s approach was quantitative, descriptive, cross-sectional, correlational and non-experimental, with a sample that consisted of the entire population, 64 teachers; 39 from the Center A and 25 from the Center B, and the data were obtained through the application of the Questionnaire of Attitudes towards Educational Inclusion. Among the results obtained, regarding teachers’ attitudes towards the inclusion of SEN students, we found a medium grade, which indicates that beliefs, behavioral predispositions, self-confidence and the resolution of individual needs manifest neutral aspects, neither positive nor negative towards inclusion.

Key words:
educational inclusion; teaching attitude; special education; teachers; Specific needs for educational support