Refugees refer to people around the world who have been forced to leave their country and settle in a new society due to human rights violations, conflicts or forced migration. Refugee children are often a special group that needs to be integrated into education systems. Social Studies can be used as a part of inclusive education for refugees. The purpose of this study is to examine the practices of inclusive education for refugees in Social Studies, to evaluate the effects of this education and to understand the experiences of teachers, students and refugees. The research was conducted with the content analysis technique, one of the qualitative research methods. The data were interpreted with descriptive analysis technique. According to the data obtained; it shows the presence of teachers who develop inclusive course content for refugees in Social Studies courses. This can include stories about the refugee experience, visual materials and activities to develop social awareness. Inclusive education for refugees supports students to understand and empathize with the challenges faced by refugees. This is seen to contribute to raising social awareness. It is important that teachers need training and support to improve their inclusive education practices for refugees. It is important to train teachers more in this area and facilitate their access to resources. It is thought that the participation of refugees in Social Studies lessons will help them feel more integrated and adapt to the new society. Teachers need to be supported to develop and implement this training. There is also a need for further research and resource development to understand the experiences of refugee children and support their integration process. [For the full proceedings, see ED652261.]