Since the UN Convention assures the joint teaching of children with and without disabilities in schools the students studying education are facing a changing professional field. Although there are efforts to improve the teacher training for inclusive schools at universities in Germany, there are differences in the amount of inclusive content which is implemented in the curriculums (Lindmeier 2015). Attitude is one of the supporting pillars for the realisation of inclusive learning processes and for professionalization of teachers (Hillenbrand et al. 2013). In general, most students support the idea of inclusion and even idealize the benefits in terms of “we can learn so much from people with disabilities”. At the same time there is a massive “2-groups-perception” (Feyerer et al. 2014) that is accompanied by the belief that some “difficult” children, e. g. those with behavioural disorders, necessarily need a special setting for learning which excludes them from an inclusive learning environment. Recent international research indicates the importance of practical inclusive experience of teaching students for the development of more positive attitudes towards inclusive education (Sharma et al. 2008; Sharma 2012; Lindmeier/Laubner 2015). Therefore, the University of Hannover provides a special seminar concept which allows students of special education to gain experiences in heterogeneous learning groups consisting of students and adults with learning difficulties who have no university entrance qualifications. The research concentrates on the student participants in this seminar to find out about their attitudes towards inclusive education before, directly after and one year after taking part in the seminar. For data collection, in-depth single interviews are being used to get information that is not influenced by other participants. Otherwise, the unspoken commitment that a special education teacher needs to cope successfully with inclusive learning processes may influence the statements of the students. Reconstructive methods are necessary to bring out the tacit knowledge (Polanyi 1966) regarding inclusion, especially in the exclusive context of university. The analysis of the interviews uses the method “objective hermeneutics” (Oevermann et al. 1979; Wernet 2009). First results show that beneath the surface of a pro-inclusive view there are strong concerns about the own teaching abilities and about the leaning abilities of some children. On the other hand, there is some development in most students´ utterrances which can be attributed to attitudes, e. g. a growing self-efficacy concerning teaching students with several disabilities or confidence in the abilities of persons with learning disabilities.

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