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The diversity present in classrooms requires teachers to be prepared to provide an adequate educational response to all students. However, in the field of Physical Education, teachers do not feel adequately prepared to work with students with functional diversity. Initial teacher training is essential in moving towards inclusive motor sessions, and more research is needed to analyse what practices can improve training in this regard. This study examined how participation in a service-learning programme developed future teachers' knowledge of inclusive education. The participating students were taking a subject in the field of motor skills and body expression as part of the Early Childhood Education Teacher Training Degree, and designed and implemented sessions aimed at children with functional diversity. This research was approached through a qualitative research design by analysing reflective notebooks. The results reveal that service-learning applied in the field of training future teachers through Physical Education is a suitable tool for developing knowledge related to changing the vision of functional diversity, understanding the problems they face, challenging preconceived ideas and developing positive skills and attitudes. This knowledge enhances their education and is highly relevant if inclusive education is to be encouraged in the future. [ABSTRACT FROM AUTHOR]

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