Abstract

The present study aims to explore the content, modulating variables of context, and grouping of profiles of educational conceptions that different professionals have about inclusion processes. As part of a wider research project in which several methodological approaches have been used, in this study a questionnaire of dilemmas was administered to a sample of 220 teachers and counsellors from three autonomous communities of Spain. The relationship between experience on inclusion of teachers and schools and their perceived support with these conceptions was analyzed. Also, conceptual profiles were identified. The results permit the conclusion that there are three distinctive ways of thinking about inclusion processes, and that these conceptions are influenced mainly by the way schools' support to respond to student diversity is perceived.