This paper describes the theoretical and methodological foundations of a line of inquiry which integrates two approaches: the study of teachers’ conceptions about processes of teaching and learning as implicit theories, and the analysis of barriers to learning and participation of students as a base for school improvement. In particular, we describe the making of a questionnaire of dilemmas used to explore the conceptions of teachers and educational psychologists about the inclusion of student with intellectual disabilities in compulsory secondary education. The reflections and questions, as well as limitations and future projections of this line of inquiry for the analysis of resistances to change to improve the quality and equity of education for all are discussed.

Teachers’ conceptions, barriers to learning and participation, inclusive education, questionnaire of dilemmas.