The importance that currently is granted to the evaluation of educative programs is based in the relation of this one with the quality term. Nevertheless, the quality, when being a relative and multidimensional concept, is very difficult to define, for this reason it is necessary to establish criteria to define what Quality is. Thus, most of authors (Stufflebeam, 2001; MacDonald & Kushner, 2004; Stake, 2004; De Miguel, 2004; Pérez-Juste, 2006; Mateo, 2006, etc.) are agree in defining Programs Evaluation like a collection process, analysis and valuation of valid and reliable information, on the basis of established criteria, to make decisions from improvement on the evaluated program. In this evaluative process they have to actively take part all people involved in the program, considering the context in which includes, so that the evaluation entails to cover of needs for transformation and improvement.
Considered like this the Programs Evaluation, it becomes in a tool for managing the quality of educative process through communication and learning, reasons why it is totally essential that the professionals of the education, in general, should to have a solid training in this type of evaluative practices, since it is going to allow to optimize itself program, the good practice of its people in charge and addressees, as well as the institution and the context in which this program is located.
In a particular way, the Inclusive Education Teachers have to dedicate more effort for preparing of individualized programs (Ayers, Day & Rotatori, 1990; Hunt, 1992; Ysseldyke & Marston, 1992), they should to focused the evaluation to be agree with long and detailed students knowledge (Stough & Palmer, 2003). Inclusive Education Teachers should develop alternative methods for evaluation students needs (Hall, 1992), their basic abilities (Deno, 2003), their behaviors and evolution (Conroy & Peck, 2003), etc. Therefore, the evaluative practices of this type of teaching must have distinguishing characteristics of those of the rest of professionals of education (García-Sanz, 2012).
In our work investigation we start whit the following question: What training needs have the teachers of Inclusive Education in Programs Evaluation? On the basis of the answers obtained by means of the empirical study that in this contribution is, we study the need to design intervention programs to correct the possible formatives deficiencies in Evaluation Programs.
This research suggests three objectives:
1.    To prove validity of content and the reliability of the instrument used for the information collection.
2.    To describe the training needs in Programs Evaluation of teachers of Inclusive Education, differentiating between the execution actual level and the importance level.
3.    To analyze the training needs of teachers based on the female/male sex, type of center, teaching specialty, administrative situation and years of experience.
This work take part of the research project: “Evaluation of evaluative practices of teachers who meet attention to the diversity: Design, application and evaluation of an intervention program for its improvement”, which has been made in Spain with financing of the National Plan of I+D+I (Maquilón-Sánchez et al, 2010).

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