The number of students with special education needs entering Higher Education is nowadays increasing, in particular, in Portugal, and their needs are receiving more attention. The literature reveals the need for a discussion that goes beyond pre-college education and is, when implemented, in line with the practices of a truly inclusive education. The present study aims, first of all, to contribute to the expansion of knowledge on the subject by recognizing the needs of Higher Education (HE) teachers concerning to their teaching practice, in order to contribute to inclusive practices at this educational level. Considering that teachers need to be adequately trained, as well as familiar with the challenges faced by young people with Specific Educational Needs (SEN) and/or disabilities. The study will be developed in three stages, the first of which refers to the review of the existing literature, definition of the study area, and clarification of the research problem as an important foundation for the next phase, the methodological design in which it is intended. For that, first, it will define the study and research sample and the data collection instrument, a questionnaire that allows describing the perception of HE teachers on the training needs to implement inclusive education and address diversity in their teaching practice. The data will be collected from a self-administered survey, distributed via email, to all teachers at the higher education institutions that make up the study population. In the third phase, the analysis of the data collected will be carried out and, after analysis, training actions on the topic will be designed to promote the demystification of prejudices and the deepening of knowledge. Implications arise from this thesis that seek to stimulate the discussion and implementation of new practices in higher education capable of truly responding to the challenges posed to the School for All.