After presenting what authors understand inclusion to be, this article synthesizes the rationale for training teachers in inclusive education, understood as a qualification for a new role, both in the case of teacher-tutor and support teacher, in order to cooperate with others in their professional development and in school improvement. Some elements of reference are explained for the degree teacher training and for in service training, by using cooperative learning, centre improvement, and community networking.

Inclusive education, teacher training, centre improvement, support teacher role, special educational needs.