This study focuses on inclusive education and the challenges faced by teachers. The general aim of the research was to analyze the challenges and possibilities for teachers in inclusive education, seeking to understand the complexity of this pedagogical practice. The specific objectives were: to understand the historical trajectory of inclusive education and to investigate teachers' actions in inclusive classrooms. The methodology adopted was qualitative and quantitative analysis, using a questionnaire on inclusive practices and challenges. The results indicated the need for personalization, adaptation and cooperation to meet the different needs of students with Special Educational Needs. The analysis highlighted teachers' awareness of the complexities of promoting inclusion, especially in Multifunctional Resource Rooms. As a future teacher, the research has provided an in-depth understanding of the challenges, strengthening my training and commitment to a more inclusive and transformative educational system, highlighting paths towards reflective and student-centered practices.