Since the UN Convention assures the joint teaching of children with and without disabilities in schools, teacher training must implement inclusive contents in the curriculum (Lindmeier 2015). In questioning students of special education about their attitude towards inclusive education, strong support for this idea seems to emerge. However, at a second glance, there are also serious concerns, prejudices and structures which could prevent the support of inclusion in general. Recent international and national research shows that pre-service teachers even idealize the idea of inclusion while at the same time espousing “two-group-thinking”, in which the belief is present that “difficult” children, e. g. those with behavioural disorders, necessarily need a special setting for learning which excludes them from an inclusive learning environment (e.g. Feyerer et al. 2014). Research also 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). Following the idea of education as a possibility of transformation (Kokemohr 2007; Koller 2012), there is the question about how inclusive teacher education can be structured to initiate changes in knowledge und attitudes concerning inclusive education. 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 without any university entrance qualifications. The presented research project focusses on the students’ perspective in order to find out about their attitudes towards inclusive education before and after taking part in the seminar. The data collection is based on a qualitative access, using in-depth single interviews to get information that is not influenced by other participants. For analysis, the reconstructive method “objective hermeneutics” (Wernet 2009) is used. Considering that attitude is a construct which is mainly unconscious, a reconstructive methodological access allows the researcher to look ‘behind’ what is really said. The results of this study show that there are several aspects, which characterize the students’ views on inclusive learning: - How do they attribute competence and educability to people with disabilities? - Which role does the aspect of power play? - Which aspects are constitutive for their professional identity? These questions should be answered at the end of the presentation based on two examples of the study. Based on this, the presenter will summarize relevant consequences for inclusive teacher education.

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