The inclusion of students with special educational needs (SEN) is perceived as a challenging task. The foundations of teachers´ perceived competence in regards to inclusive practice are grounded in their training (e.g. Baker-Ericzen et al. 2009).  Well-designed teacher education programs, focussing on inclusion as an educational practice can reduce uncertainties (e.g. Carroll et al. 2003). Furthermore, teachers who feel better equipped, demonstrate more positive attitudes towards inclusion. Attitudes are defined as psychological tendencies expressed by evaluating a particular entity with some degree of favor or disfavor (e.g. Eagly & Chaiken, 1993). Teachers’ attitudes may be pivotal for the success of inclusive education as attitudes can elicit positive or negative expectations and judgments, which can enhance or limit the successful inclusion of students with SEN. In this context, Fazio and colleagues (1990) propose the MODE model to explain how two different types of attitudes can influence individuals. Explicit attitudes are accessible and controllable evaluations, whereas implicit attitudes occur automatically (e.g. Greenwald & Banaji, 1995). The relationship between attitudes and behaviour relies on controlled processes when people have enough time and resources. In contrast, the attitude – behaviour link is based on automatic processes whenever people must immediately react and have little opportunity to reflect. In these situations, implicit attitudes colour perception, guide behaviour, and shape judgments. Implicit attitudes may be especially relevant in education as teaching can be stressful and teachers are often required to manage excessive demands under time pressure. Research has generally shown that many teachers have less than positive attitudes towards students with disabilities and inclusive practice (for a review see Avramidis & Norwich, 2002; de Boer, Pijl, & Minnaert, 2011). Additionally, research suggests that attitudes toward students with SEN vary by SEN type (e.g. Levins et al. 2005), whereby attitudes toward students with behavioural problems are more negative than attitudes toward students with learning difficulties.

Following policies to promote a more equitable and inclusive educational system, researchers have started to investigate the extent to which training can prepare teachers for inclusive practice to accommodate an increasingly heterogeneous student population. In their review, Avramidis and Norwich (2002) stressed the importance of training in the formation of positive attitudes towards integration of students with SEN.  To this extent several studies have reported a positive change in attitudes following a course in inclusive education (e.g. Shade & Stewart, 2001). In addition, Kawakami and colleagues (2000) showed that in general attitude change can result from training modules focusing on the cognitive processes underlying judgment. Based on these findings, this study aimed to assess the effect of an inclusive pedagogy course on pre-service teacher’s attitudes towards inclusion. 

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