In the last decades, research in education has paid attention to teachers’ attitudes towards inclusion, considering this dimension a crucial element for the development of an inclusive educational context (Beacham, Rouse, 2012). Internationally, research on this topic is considerably increasing and the role of teacher education in implementing positive attitudes has been largely demonstrated (Ianes et al., 2014; Forlin, 2010; Avramidis, Norwich, 2002). Positive attitudes towards inclusion, developed during teacher preparation, allow teachers to better respond to students’ differences in learning (Forlin et al., 2011), easing the implementation of strategies that are suitable for all the learners in a classroom (Florian, 2015). However, when talking about teachers’ attitudes and inclusion the discourse seems to deal mainly with the category of students with disabilities or special educational needs. Although broader meanings of inclusion and inclusive education are shared among countries through international documents (UNESCO, 2001), research on teachers’ attitudes keeps being linked to a framework disability-centered, reinforcing the association of the concept of inclusive attitudes just towards some students, those who are identified having disabilities or special educational needs. Setting on this framework, this paper addresses the matter of inclusive attitudes and teacher education discussing some outcomes from a doctoral research recently conducted in Italy. This qualitative study, assuming diversity as a common aspect of every human being (Camedda, Santi, 2016), explored teachers’ inclusive attitudes and their understanding of inclusion through the investigation of the relationships between values and practice, questioning the role of teacher education. Proposing a new theoretical framework on inclusive attitudes, this explorative study offers noteworthy insights on teacher education for inclusion. The cohort of this study were 26 teachers, attending a university qualifying course on support teaching, in service in different school levels (aged 3-18). Among the participants, nine were already working as support teachers, despite not being qualified, and the others 17 were classroom teachers. Interviews were based on an adaptation of the model of understanding (Wiggins, McTighe, 2005), and conducted using an art-based board. Outcomes showed that teacher preparation for support teaching helps teachers to develop inclusive attitudes, but at the same time the lack of preparation on these topics in general teacher education is seen as an impediment for the achievement of an inclusive perspective. Offering a discussion on these outcomes, this paper will engage a reflection on further implication regarding general teacher education and inclusion.

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