The authors show the results of a study aimed at the theoretical systematization around the current conceptions, at international and national level, about the initial and permanent formation of the Bachelor in Primary Education for the educational response to school children with special educational needs. Having as objective the identification of the main regularities of the training process. Theoretical insufficiencies were revealed in the training process of this professional in the attention to students with special educational needs. Those edges were contributed on which the formation of this professional should be conceived those that were obtained from the use of empirical methods such as observation, document review, interview and survey; and theoretical methods such as the historical-logical, the induction-deduction, the analysis-synthesis. The main formative contents that have characterized the formation of the primary teacher for educational attention to these students from the perspective of inclusive education were determined.