This article reports a study on the social attitudes adjustment towards school inclusion of students with special educational needs. Fifty six students of CEFAM, distributed in two groups participated in the study. Based on some social attitude change techniques, some activities relating to the issue of inclusion were organized in a 14-hour shaped like course distributed in seven weekly two-hour meetings. The social attitudes toward inclusion were measured before and after that intervention by a Lickert type scale of social attitudes toward inclusion. In both groups of subjects, the scores of the post-test were significantly greater than that of the pre-test, indicating that future teachers' social attitudes toward inclusion became more favorable. The importance of including activities capable of modifying social attitudes toward inclusion in the curriculum of teachers' training courses is discussed.
special education; inclusion; social attitudes; teacher training
