“…However, the conclusions were not so appropriate regarding the selective consideration of the student type who should attend ordinary classes, due to their excessive and negative worrying about their own training and acting capabilities relating certain students with SEN, mainly, just like due to the implications not always well appreciated about their school inclusion. These results coincide with those reached by other authors, such as Tárrraga, Grau & Peirats (2013), who recorded negative attitudes in the students referring to specific training, together with Hernández and García (2017), Mangano (2015) and Mendoza (2015), who reflected in their research the profusion of fears and worries towards inclusion, due to their lack of skills to develop inclusive practices and to address the SEN (Llorent & Álamo, 2016), which makes them fell excessively dependant on other professionals' support. It is advisable to add that these findings have also been obtained through traditional research in the late 20th and early 21st century, following the revisions carried out by Tárraga et al (2013), which also apply to the body of working teachers (Clavijo et al, 2016;Ewing, Monsen & Kielblock, 2018).…”