The perspective observed in Italy about the school inclusion refers to a reality continually changing based on the school inclusion policy generalized to the country context. The knowledge associated with this perspective and the increasing new issues and challenges requires an unceasing improvement of the inclusive processes. The data displayed in this paper refers to an investigation conducted with teachers on their training process by means of an anonymous questionnaire involving five thematic areas. The research highlights the educational profiles, the skills of teachers in training and their perspectives regarding school inclusion. From the analysis of the data we are able to identify the important role of Special Education and Didactics on the enhancement of the inclusive processes in the context of school
