Abstract: The main objective of the present were to investigate the difficulties that teachers inregular education face when guiding students with several disabilities, which are guaranteed by law the right of inclusion in schools for teaching and learning. Therefore, the work with these students is of great relevance, because due to their specificities, they require a different attitude from our teachers in their classroom practice. For that, we sought from the theorists presented in this research, we analized the legislation that rules inclusive education in Brazil, and its evolution over the years; the main factors that hinder the inclusion process in schools; deficiencies in teacher training programs; the challenge of building an architecturall inclusive school and the importance of Specialized Educational Service (SES), which performs more specific work with these students; among other subjects. The methodological procedure was conducted with 10 (ten) teachers, who teach students included in the modality Ensino Fundamental II and in the modality Ensino Médio of the Escola Estadual Professora Antônia Marinho Apolinário of the Municipality of Trindade-PE. The research had an exploratory character, with a qualitative and quantitative approach, based on a questionnaire with its questions. The results led us to realize that the great difficulty encountered by teachers who work with included students and the lack of adequate training for our teachers, it became evident that the training deficit since graduation and when they are directed to schools, they do not find a consistent continuing education program in this area that really enables them to teach classes to students with disabilities. Finally, in the final considerations it was clear that the difficulties of teachers with the students included are in their training
process, where there is a lack of training, and when they occur they are more dynamic and objective, which can provide these teachers with the knowledge the laws that govern this area, tips on how to deal with these students and mainly
transmit methodology that can be applied in their classes.

Keyword: Teacher, student, inclusion, difficulty, teaching-learning