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Considering that the inclusion of students with Special Educational Needs (SEN) in mainstream schools is an area of great progress in education, this paper argues that this statement is not always true, and analyses the view of the SEN themselves, the teachers, the sign language interpreters and the teaching team, of how great the challenges and difficulties posed by society, the government and even the school itself, which do not provide factors related to improving the inclusion of these students in the mainstream classroom. Factors such as teacher training, infrastructure and problems linked to the training of people with disabilities who need specific attention for each case. Thus, the main aim of this book is to study, through a bibliographical survey, some data to retrieve aspects of the inclusion of these students with SEN in mainstream schools in a municipality in the south of the state of Espírito Santo, identifying the schools that have included these students in their enrolment system, and how chemistry teaching is being worked on in the classroom with each student with different types of special needs.