The goals of the study were to identify and understand the main critical incidents experienced by teachers of Basic Education when integrating students with special educational needs in regular classrooms and their resolution strategies, analyzing as well the relation with the teacher’s identity (role, conceptions, strategies and feelings). Supported by the Grounded Theory, there were conducted and analyzed eight semi-structured interviews to four teachers in a school in Santiago, Chile. Among the results, the identification of a list of prototypical incidents and  low-efficiency strategies stands out. The discussion suggests a substantial relation between professional identity and the way incidents are addressed, with significant implications for the training of inclusive teachers.

Inclusive education, special educational needs, teacher’s professional identity, critical incidents, teacher’s training.