The aim of this study was to analyze the profile of trainees who work with special education students, focusing on the training they received from a public school system to support this public. The research was carried out with undergraduates from a public state university, using document analysis was carried out and an online questionnaire was administered to 67 undergraduate students. The results indicated a low number of subjects related to Special Education from the perspective of Inclusive Education during initial training, insufficient training, as well as a need for knowledge about resources that can be used in daily school activities, more specific guidance on the trainee's role in the school environment and on their duties and rights. It is considered that the internship plays a fundamental role in professional and personal development, providing an opportunity to apply the theoretical knowledge acquired, in a real work environment, which can stimulate reflections on Inclusive Education, providing students with humanized professional support.