Abstract

A dilemmas questionnaire dealing with educational inclusion processes was constructed. The aim of this instrument was to describe teachers and counsellors' conceptions with a focus on intellectual disability. The purpose of the study was to describe these conceptions and to explore their relationships with participants' professional specialty and experience. The sample consisted of 51 teachers and counsellors and 41 students (of both specialities) receiving training in Madrid (Spain). The results show that it is possible to identify three conception typologies, labelled: segregator, integrator and inclusive, related with participants' professional specialty and experience. To conclude, the paper discusses the relevance of reformulating teacher training strategies to promote reflection on how to formulate and put to practice psychological and educational assumptions, particularly, those that could be reinforcing the segregation of a group of student vulnerable to be excluded.