This study explores conceptions of disability in education. Available evidence published in the scientific literature over the last ten years is reviewed, according to the inclusion and exclusion criteria established. A total of 561 studies were found, of which 18 were included in this article. The topics are classified following a thematic analysis that include: (1) conceptions of disability among teachers and students in different educational stages and influence of conceptions of disability on attitudes and actions for inclusive education; (2) impact of training on conceptions of disability. This systematic review reveals that most of the studies coincide in identifying conceptions linked to the deficit or medical model, finding that these prompt negative attitudes that do not facilitate the development of inclusive education. However, as other studies point out, conceptions are dynamic, not static, and can be transformed through disability and/or inclusive education training.