The role of special education teachers is currently facing an extensive renewal process closely related to the professional transition from a narrow understanding of special education, rooted in the deficit paradigm, to a broader vision of inclusion as a whole-school and community action.
Within such a process, student teachers’ professional development in special education plays a crucial role.
Studies on this topic underline how student teachers’ beliefs and attitudes regarding inclusive education deeply affect their future teaching activity.
Research shows that, while student teachers usually agree with the principles of inclusive teaching, they are much less sure of how to implement those principles in their teaching practice.
By assessing the breadth of the gulf between ideals and practice, the author’s investigation emphasises how the video analysis of simulated lessons carried out by student teachers can contribute to a positive change in student teachers’ attitudes towards inclusion in school.
Such a change would help student teachers develop a reflective stance that would strengthen their ability to transform inclusive principles into everyday educational practices.