Opiniones relativas a la inclusión de los alumnos con necesidades educativas especiales mostradas por futuros maestros de infantil y primaria

espanolLas actitudes de los maestros hacia la inclusion del alumnado con necesidades educativas especiales son clave a la hora de afrontar con exito el proceso de inclusion educativa. Es por ello por lo que el principal objetivo de este trabajo es explorar las opiniones relativas a la inclusion mostradas por futuros maestros de infantil y primaria. Un total de 421 futuros maestros completaron la version actualizada y en castellano del Opinions Relative to Integration of Students with Disabilities Scale (ORI) de Antonak y Larrivee (1995). Los resultados indican que los futuros maestros muestran una actitud muy positiva hacia la inclusion, aunque no se perciben suficientemente formados para llevarla a cabo con exito. Los participantes que manifiestan estar mas a favor de la inclusion son las mujeres; los alumnos de cursos superiores y, por tanto, con mayor edad; y aquellos participantes con contacto previo. Se propone que en los planes de formacion docente se incluya mas formacion y actividades de contacto con el objetivo de que los futuros maestros se perciban como mas preparados ante el reto de la inclusion. EnglishAttitudes of the teachers towards the inclusion of students with special education needs are key when facing the process of educational inclusion. That is why the main aim of this paper is to explore the opinions towards inclusion shown by pre-service teachers of primary and early school education. A total of 421 pre-service teachers completed the revised Spanish version of the Opinions Relative to Integration of Students with Disabilities Scale (ORI) by Antonak & Larrivee (1995). The results show that pre-service teachers show a very positive attitude towards inclusion, however, they are not sufficiently trained to carry it out successfully. It is the women, the students of higher courses, and therefore with greater age, and those participants with previous contact who show to be more in favor of inclusion. It is proposed that teacher training plans should be include more training and contact activities with the objective that future teachers are perceived as more prepared for the challenge of inclusion.