The present study analyzes the attitudes and training needs on attention to diversity in university teaching students and intern teachers. The research responds to the need to train teachers trained to attend to the diversity of students.
A quantitative methodology was used, through the application of adapted questionnaires, which included the ENFAD Scale to measure the importance and need for training; SACIE-R scale to evaluate attitudes; INDEX scale to analyze inclusive values. The samples consist of 43 student teachers and 199 student teachers.
The results showed that both students and teachers agree on the importance of areas such as attention to students with autism and learning difficulties, although teachers in practice need greater training. Student teachers also report more positive attitudes towards educational inclusion and a higher valuation of the principles of equality, equity and diversity. Some differences are found regarding the gender and age of the participants.
It is concluded that it is essential to adjust training programs for teaching students and continuous training for active teachers, especially in learning difficulties, autistic disorder and intercultural education.
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