Inclusive education essentially refers to the universal right to education for all individuals, regardless of their condition or background. It embodies a concept with clear ethical connotations that is widely accepted, to the point where the ideal value of inclusion is rarely questioned. However, when we closely examine the various challenges and implications of inclusive education—such as a lack of resources, insufficient training, high student-to-teacher ratios, and curricular demands—the initial broad consensus shows occasional signs of weakness, giving way to doubts and nuances. Moreover, depending on the strategies employed to evaluate attitudes, the results do not always reveal consistently favorable attitudes toward inclusion. For this reason, the project proposes an analysis of different types of attitudes toward the inclusion of students with special educational needs (SEN) among pre-service teachers, as well as the design of training actions to promote positive attitudes toward inclusion.

In 2020, the LOMLOE stipulated that within ten years of its approval, Special Education (SPED) schools would be dedicated exclusively to the education of students requiring highly specialized attention, while also serving as reference and support centers for mainstream schools. Taking this into account, the purpose of this project is to provide scientific evidence that contributes to the progressive transformation of SPED schools in Spain, adapting to the new roles assigned by the fourth additional provision of this law.

The identity of individuals with autism is not solely defined by this condition; other factors, including their own gender, influence their life experiences and outcomes in specific contexts like the educational setting. Therefore, the main objective of this project is to analyze the intersection of gender in the education of students with ASD.