The present work has as its theme “Inclusion of Children with Special Educational Needs in Regular Education” and had as its general objective: To understand the educational challenges for the development of pedagogical work from the perspective of inclusive education of people with special educational needs in regular classes. . As specific objectives, we point out: (1) Identify in the literature and legal documents the philosophical principles for the development of teaching work in the perspective of inclusive education; (2) Recognize teaching conceptions of education from an inclusive perspective; (3) Analyze, from the teachers' perception, what are the challenges for the development of pedagogical work in the perspective of inclusive education. The theoretical framework was based on the studies by SASSAKI (1997), ROSANA GLAT (2003) and ARANHA (2005). Methodologically, the research was qualitative, had as data collection instrument the interview and, as a method of analysis of the results, the content analysis. The analysis of the interviews with five teachers of a public school, which has children with special educational needs, reveals that the educational inclusion mainly involves the specialized attendance to these subjects, surpassing the traditional support methodologies and advancing to the promotion of the children. different skills in development. In the final considerations there is a lack of teacher education and curriculum adaptations geared to the reality of people with SEN, so there is a need for investment to achieve this, aiming at the possibility and effectiveness of greater inclusion and accessibility of people with SEN, promoting thus the development of the students.
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