The aim of the study is to characterize the attitude of the teacher towards educational inclusion of students with special educational needs in the contexts of school integration programmes and similar. The aim includes the identification of limitations and orientations for future research. Said type of research is much needed in order to promote inclusive educational culture. The method used in this investigation is a systematic review of articles of a theoretical and empirical nature published between 2014 and 2019 on the attitude of the regular education teacher towards the inclusion of students in the context of school integration programmes. These articles were found on databases Web of Science (WOS), Scopus and SciELO. The results include conceptualization, characterization, variables, limitations and orientations. As a conclusion, the implementation of training and programs to promote teacher knowledge of educational inclusion is necessary. Also, there is need for orientation of future investigations with emphasis on conceptualization and on variables that relate to the attitude of the teacher.