Analysis of pre-service teachers' attitudes towards inclusive education

The rise of global policies, guarantors of a democratic education, materialized in a model of inclusive school for everyone is not yet a tangible reality. Their education policies that are in place do not contribute to it's cause. From this problem arises the purpose to study such professional education policies, in order to develop a consistent attitude, among professionals, with the acceptance of the otherness and it's correspondent education requirements. The design followed for this study is quantitative, transversal, non-experimental, descriptive and correlational, making use of two standard and confirmed questioners, given to 712 university graduates, which data underwent different analysis: percentage, central tendency, dispersion, differentials and correlational. It is shown the correct attitude to deal with people with disabilities, as well as, the need to implement strategies to effectively attend to this groups in the academic context, after establishing differences between groups and the scarce consistency of individuals, which prevent us from talking about consolidated patterns.