Current transition in special education from integration to inclusion poses a major challenge to pre-service support teacher (PST) education. As the number of children involved in support activities is rising, increasing attention has to be paid to the way training courses are helping future teachers to deal with this new scenario. Literature shows that PST’ attitudes towards inclusive education are as much important as the skills they acquire during the training (EADSNE, 2012; Allan, 2011; Hemmings, Woodcock, 2011; Killoran, 2014; Forlin, 2012). In this regard, research emphasizes that future teachers generally agree about the principles of inclusive education, but tend to remain skeptical about the real possibility of translating them into educational practices. For example, many PST think that inclusion would not suitable for pupils with severe disabilities, or are reluctant to modify curriculum (Sharma et al., 2008). Attitudes not only shape teachers’ role expectations, but are also impermeable to traditional training, as they tend to remain “encapsulated” (Engstrom, 1996; Lambe, Bones, 2006). To investigate this, several researches recently explored classroom video as a tool for supporting PST learning. Video allows PST to analyse the way they manage classroom activities, enabling them to develop greater awareness on professional skills (Santagata, Angelici 2010; Sherin, vanEs, 2009; Stockero 2008; vanEs and Sherin 2002). Video analysis of simulated lessons performed by PST is especially valuable, as it helps to elaborate a reflective approach to classroom management (Blomberg et al., 2013; Koc, 2011; Seidel et al., 2013).

The paper investigates:

-       what are the attitudes of PST towards inclusive education before and after completing the training course;

-       whether the video analysis of lessons on inclusive education simulated by PST helps them to develop a more reflexive approach to classroom management;

-       to what extent that analysis favours a positive “unfreezing” of attitudes of PST towards the actual implementation of inclusive principles into classroom practices.

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