The objective of this study was to identify, through documental analysis, the teacher’s personal characteristics that contribute to school inclusion of students with special educational needs (SEN). To this end, we conducted an investigation of informational sources in theses and dissertations in the field of Education and Special Education that were presented between 2005 and 2010, and were available in the Theses Databank of CAPES (Coordination for the Improvement of Higher Level Personnel). The results indicate that teachers’ reflection on their own practice, and their criticality, autonomy, creativity, flexibility and self-awareness, are characteristics that make up the profile of a teacher who favors inclusive education. We believe that these personal characteristics are essential for all teachers, and not only those working with pupils with special educational needs.