The present work is part of a wider investigation about teachers’ conceptions on inclusive education. It is supported by two main ideas: understand teachers’ conceptions as elements to favour or hinder inclusive education processes and accept the dilemmatic nature of those processes. A qualitative study was conducted based on focus groups with the purpose of knowing and analyzing current and future educators’ conceptions about time and space to provide an educational answer for students with intellectual disability. Results confirm the existence of three theories or perspectives. The study emphasizes the importance of professional training as leverage for inclusive education.

Teachers’ conceptions, educational inclusion, organization of pedagogical supports, dilemmas, intellectual disability.