This study aims to understand the reality of inclusive education in Portugal during the pandemic situation of COVID-19. It focusses on a sample of 194 Portuguese teachers, aged from 25 to 66 years old (M = 50,25, SD = 8.78 years), mostly female (79.8%). Teachers answered a self report questionnaire to gather sociodemographic information, Teacher self-efficacy (Schmitz & Schwarzer, 1999), Attitudes Towards Disability, ICT readiness (Neyer et al., 2012) and inclusion experience. The results suggest significant relationships between the variables, particularly the role of self-efficacy and motivation using technologies to promote inclusion. More in-depth analyses and their discussion will be presented. Although the data was collected during the COVID-19 pandemic, at a very particular moment with several constraints, with teachers willing to embrace pedagogical innovation, implementing practices in an improvised basis and in a crisis situation, these data bring us implications for practice. The implications for future opportunities are therefore presented.

Keywords: Educational inclusion, technology.