Actitudes de los docentes frente la inclusion de estudiantes con necesidades educativas especialesAtitudes dos docentes frente a inclusao de estudantes com necessidades educativas especiaisDOI: 10.5294/edu.2018.21.2.2The main objective of the article is to review specialized publications that deal with the factors that influence the attitudes of teachers, so far during the 21st century, when it comes to including students with special educational needs. At first, the subject is defined or limited by the definition of inclusive education, special educational needs and students with those needs, viewed from the standpoint of Colombian regulations and the position of international organizations. The article then goes on to look at the term attitude and its three main components: cognitive, affective and behavioral, before delving into the seven factors that experts say can influence the attitudes of teachers towards students with special educational needs: namely, responsibility, performance, training and resources, the climate in the classroom, social relationship, emotional development and beliefs. The article concludes with reflections on the potential of teachers, teaching administrators and educational institutions to ensure that inclusion provides the favorable results expected of it in terms of comprehensive education for students.