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Nowadays, inclusive schools should be characterized by a high level of commitment in teacher training. To achieve this goal, teachers should be trained in teaching competences in contexts of a great diversity. Their task will be to teach intellectually disabled students by adapting the educational contents through the use of educational resources. In this context, an interdisciplinary training based on integrating social and cultural values is to develop capacities and skills which are related to comprehensive attitudes towards students; attitudes to promote dialogue, as well as a reflection on teacher training combined with an interdisciplinary collaboration. By this way, teachers will assume an educational role based on promoting a more effective teaching process. In the following paper, different renewing methodological proposals are exposed in order to promote the habit to research among teachers. Thus, a more functional learning process in students with intellectual disability will be facilitated according to the features of their educational stage of “Transitional period to adulthood”. The goal of this proposal is to carry out the teacher training in educational strategies by adapting didactic resources to the particular student’s environment with especial educational needs. Consequently, the appropriate assistance of diversity in classrooms will be finally suited.

The Influence of Teacher Training for the Attention of Students with Intellectual Disabilities in the Transitional Period to Adulthood