The paper aims at assessing a vision of inclusive education in order to provide prospective guidelines regarding teachers' training. For this, a documentary research was conducted by means of detection, access, selection, review and analysis of relevant material from different scenarios and authors who have approached issues related to the subject. The results show that the requirements of today's society demand a more comprehensive and humane academic preparation to face an increasingly complex reality and to provide quality answers in the training of a respectful and thoughtful educator of diversity, able to construct learning and ensure an inclusive education. For the units concerning the teaching development, inclusive education is an opportunity to perform the educational task in different ways. Consequently, it is necessary to articulate both theory and practice, be aware of the theories being applied, foster reflective spaces to expand the perception of what to educate in and for diversity means. Therefore, progress towards inclusive education requires educators to start from the reality of the environment, to have a clear idea about where education is oriented and to implement suitable environments. The findings indicate that inclusive education in teachers' education becomes a tool to address diversity: opportunity and equality for everybody.

Inclusive Education; Teacher Education; Guidelines; Perspectives; Diversity