[en] This research work has as a general objective study the attitude of people towards disabled people. But, in first place it proceeded to the translation, adaptation and validation of the Attitude Scale (EAPD) G form, from Verdugo, Arias & Jenaro, 1994, to students of the Higher Education in Portugal, as well as, to their teachers. This scale is constituted by 37 items who?s the answer is from the likert type with seven answers possibilities and contemplates five dimensions that become from the items average which compose them and also a global punctuation resulting from all items average. The global reliability of the EAPD scale was evaluated through the Cronbach Alpha, half division methods and the Guttman Lambdas, in three distinctive samples: pilot, students and teachers. In the pilot sample (n=100) the obtained Cronbach Alpha was .86, in the student?s sample (n=454) was .92 and in the teachers (n=123) was .93. These values are of the same order of magnitude of the obtained in the 1994 validation study that was .92. The remaining evaluated parameters are also of the same magnitude from those of the original study. So, the EAPD scale presents a high reliability level (stability and internal consistency). Subsequently, it was studied the participants attitudes (students and teachers) face to the disabled people item by item, in each one of the dimensions and globally, concluding that the participants manifest, on the whole, favourable attitudes. By the interpretation difficulty of those that are the more/less favourable attitudes it was to proceed to its classification in negative, neutral and positive attitudes, for this purpose it was defined that: the positive attitudes would be scored in the interval [1,2]; the neutral attitudes in the interval ]2,4[; the negative attitudes in the interval [4,6]. On the whole, its verified that at these contexts the attitudes towards disabled people are positive, meanwhile, it exists a percentage of negative and neutral attitudes, to whom importance must be given in order to change them. Its pretended that in the future these could be positive or favourable, if it exists a quality and objective intervention, for this purpose changing and improvement proposals are presented, to the higher education contexts, based on various authors in the perspective that the inclusion must be a reality for whole.

[pt] Este trabalho de investiga??o tem por objetivo geral estudar as atitudes das pessoas face ?s pessoas com defici?ncia. Mas, em primeiro lugar, procedeu-se ? tradu??o, adapta??o e valida??o da Escala de Atitudes (EAPD) forma G, de Verdugo, Arias & Jenaro, 1994, para estudantes do Ensino Superior em Portugal, assim como, para os seus professores. Esta escala ? constitu?da por 37 itens cuja resposta ? do tipo likert com sete possibilidades de resposta e contempla cinco dimens?es que resultam da m?dia dos itens que as constituem e ainda uma pontua??o global resultante da m?dia de todos os itens. A fiabilidade global da escala EAPD foi avaliada atrav?s do Alfa de Cronbach, m?todo da divis?o em metades e os Lambdas de Guttman, em tr?s amostras distintas: piloto, estudantes e professores. Na amostra piloto (n=100) o Alfa de Cronbach obtido foi .86, na amostra estudantil (n=454) foi .92 e na dos professores (n=123) .93. Estes valores s?o da mesma ordem de grandeza dos obtidos no estudo de valida??o de 1994 que foi .92. Os restantes par?metros avaliados s?o tamb?m da mesma magnitude que os do estudo original. Assim, a escala EAPD apresenta um alto n?vel de fiabilidade (estabilidade e consist?ncia interna). Posteriormente, estudaram-se as atitudes dos participantes (estudantes e professores) face ?s pessoas com defici?ncia item a item, em cada uma das dimens?es e globalmente, tendo-se conclu?do que os participantes manifestam, de uma maneira geral, atitudes favor?veis. Pela dificuldade de interpreta??o daquelas que s?o as atitudes mais/menos favor?veis, optou-se por proceder ? sua classifica??o em atitudes positivas, neutras e negativas, para isso definiu-se que: as atitudes positivas se pontuariam no intervalo [1,2]; as atitudes neutras no intervalo ]2, 4[; as atitudes negativas no intervalo [4,6]. De uma forma geral, verifica-se que nestes contextos, as atitudes face ?s pessoas com defici?ncia s?o positivas, no entanto, existe uma percentagem de atitudes neutras e negativas, ?s quais se deve dar import?ncia no sentido de muda-las. Pretende-se que no futuro estas venham a ser positivas, ou favor?veis, se existir uma interven??o objetiva e de qualidade, para isso, apresentam-se propostas de mudan?a e melhoria, para os contextos de educa??o superior, baseadas em v?rios autores na perspectiva de que a inclus?o seja uma realidade para todos.