Throughout history, people with disabilities have gained greater visibility and autonomy. The study aims to understand the perspective of teachers at Municipal Early Childhood Education Centers (CMEIs) on inclusive education for children with disabilities. Four CMEIs participated in the research, where a qualitative and quantitative questionnaire was applied. The results showed that 76.9% of the teachers had already had students with some kind of disability, 86.7% of them received guidance on how to deal with students with disabilities, 87.1% stated that they could work with some types of disabilities and, even though they were trained, 59% of the teachers reported feeling helpless when it came to welcoming children with disabilities. 43.6% of the teachers said they could not identify any delays in their students, 94.9% of the participants reported on the ability of physiotherapists to work on the motor development of children and 79.4% of these professionals stated that they had never witnessed situations of exclusion of children with disabilities in the CMEIs. It is concluded that the inclusion of children with disabilities in the school environment is still a challenge for most education professionals. Most teachers received training to deal with children with disabilities and stated that they had never witnessed situations of exclusion of children with disabilities in schools. Some teachers feel that they need more training and qualifications to welcome these children so that they can promote and stimulate their development. For them, the presence of a physiotherapist in the school environment is important for the development of children and contributes to an inclusive education.