The approach of the investigation consisted in the social representations about inclusion from the Simon Rodriguez School’s teachers. A qualitative investigation methodology was used with a phenomenalogic approach, through a procedural analysis method, which included the characterization of the community inside of the education institution, and the use of two data collections methods: associations nets to a sample of 30 teachers from the same school, and semi-structured interviews, previously validated, to a sample of 7 teacher who had participated in the association net’s application. To explain the social representations of the teachers about inclusion, three categories were proposed: politics, practiques and inclusive culture. The recollected data was analysed through these three categories, and also, in the discussion, it was organized and interpreted through three emerging categories: individual, family and the educative institution. It was concluded that the social representations from the teachers about inclusion, are connected and related to the educational process of integration, in which students are seen from a deficit perspective, usually linked to external contextual factors which make individuals prone to vulnerability.