The science-ethics-society relationship. Their impact on the professional of General Education on attention to people with special educational necessities

The inclusive education has the fundamental purpose of assuring all the individuals' right to education. Among those groups we may find scholars with special educational needs. Such approach implies the development of inclusive education systems, where ordinary schools have the task of educating all the scholars from each community. All this is achieved with well-trained primary teachers, whose main priority is to own themselves an ethical attitude which permits them offer an educational response to these fellows' demands. The current curricular conception does not explicit the development of professional abilities for the inclusive education and limits somehow an ethical attitude toward certain activity. The relationship science-ethics-society is one of main difficulties present during primary teachers' formation but, it was analyzed for the attention to the special educational needs; also, the ethical principles were systematized. The objective of this work was guided to the improvement of the scientific-methodological work of the career. The results obtained generated changes in the educational strategy and the preparation of the disciplines, which modified the university teachers' way of acting, when recognizing the primary teacher's role in the attention to diversity. Nevertheless, other transformations are required for the development of the Cuban model of school inclusion, adapted to the current educational context.