Disability and Teaching from the Naive Perspectives of Special Education Teachers. Teacher Professional Development as the Key Challenge for a Cultural Renewal

In line with the theoretical and conceptual frameworks of inclusive approaches, the present exploratory qualitative study examined the ideas and attitudes of future special education teachers for nursery and primary schools, at the beginning of their professional training, in the context of the postgraduate course in special education for students with disabilities at the University XXX. Basic training should allow time and space for stimulating future teachers to reflect on and deconstruct the naive understanding and misguided attitudes that are sometimes held by inexperienced teachers. Indeed, initial teacher training is one of key factors in the improvement the educational system from an inclusive perspective.