| Sumario: | Inclusive education is a process that aims to provide students with special needs the necessary support services so they can learn alongside their peers in general education classrooms. Just like in other subjects, students with special needs also participate in social studies classes with their peers. The effectiveness of this course for these students is closely linked to the teacher’s perspective on inclusive education. This study aims to examine the awareness and practices of social studies teachers regarding inclusion. The research was conducted using a phenomenological approach, with eight teachers who have experience working with inclusive students. Data were collected through written communication and analyzed using content analysis. The findings indicate that teachers are aware of and implement inclusive education practices. They perceive inclusion as a process conducted with all students, involving the preparation of Individualized Education Programs (IEPs) and support from Resource Rooms. However, it was found that teachers generally learn about inclusive education only after starting their careers, as they do not receive specific training during their undergraduate studies. Additionally, teachers report several challenges, such as difficulties in providing individual attention to students, a lack of parental involvement, and inadequate classroom arrangements for students with special needs. These factors create obstacles to effective inclusive education practices.
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