The research addressed the social representations of the regular classroom manager in the inclusion of the student with special educational needs (SEN), with a view to producing the necessary changes in the managerial and pedagogical practices assumed by the teacher for the attention of those who manifest them. For the fulfillment of these premises, Serge Moscovici's (1961) Theory of Social Representations was used, as well as the theoretical assumptions of Educational Management, Classroom Management and Inclusive Education. This research adopted the interpretive paradigm with a qualitative approach based on social constructionism as an epistemological position, which contributed to the understanding of the teachers' voices, supported by an intersubjective relativistic ontology, based on the phenomenological-hermeneutic method.