The inclusive education of children with special educational needs can represent for school and education in general an opportunity to capitalize on the multitude of resources and potentials that the actors of the instructive-educational process have, thus opening the way to psychosocial horizons of personality development. Inclusive education initially had (1994) as a target group children with special educational needs (SEN), but nowadays, in extension, other vulnerable groups, with the risk of marginalization and exclusion, are also considered any person who encounters difficulties in school. (Vr?sma? & Vr?sma? , 2021). The problem of strategies and methods of teacher training is the path to access to the goals of education, being known that openness cannot increase in the absence of a biunivocal training relationship between teacher and student. It can be stated that, in inclusive training, it is not known who offers and who receives the training. But in order for this recursive process to be able to begin, it is necessary to place the first point of support at the level of the teacher's personality, so the attitude. Positive attitudes toward the inclusion of children with special educational needs are essential for the successful implementation of it. This paper aims to test a training model that includes a series of interdependent activities: training at school level, classroom monitoring visit following the training activity, training of school managers, creation of networks of learning professionals. A study will be prepared based on testing the training model that will allow a deeper perspective in building "attitudes towards the inclusion of children with SEN". The findings will allow a more precise identification of the constellation of variables and relationships that play role in predicting attitudes towards inclusion and are therefore essential for implementation of a "school for all".

inclusive education; communities of practice; teacher training; eLearning