The current study aimed to identify the social problems that face the inclusion of students with mental disabilities in first stage schools in Muscat and South Batinah, the extent of inclusion of mentally disabled students; identifying the social problems facing the inclusion of mentally disabled students from the perspective of teachers and social workers, the significance of differences among the respondents of the study, the obstacles of inclusions, and the role of social workers vis-a-vis the problems resulting from the inclusion of the students on the personal, family and community levels. Based on the descriptive methodology, the sample of the study consisted of: 30 mentally disabled students, 26 teachers in inclusion schools, and 14 school social workers in Muscat and South Batinah. Data collection tools included: direct observation with a check list of students' behavior with mental disabilities, interviews of inclusion teachers; and a questionnaire for social workers. Statistical analysis includes: averages, standard deviations, and T-Test for independent samples. Results of the study showed that inclusion of students with mentally disabilities in schools is accepted. It also showed that the most problems facing the inclusion of students with mentally disabilities in schools are family problems, the conception of the school's community about the inclusion students with mental disabilities, and recreational problems. Friendship and educational are minor problems that facing students. Results indicated that the differences of the teachers and social workers' views about the social problems facing the inclusion of students are not statistically. The study found that there are obstacles facing the inclusion of students, it includes: obstacles related to the student with a mental disability, obstacles related to the family of the student, obstacles related to normal students, and obstacles related to the school. The study concluded several recommendations, including: activating the school social worker's role in dealing with students with mental disabilities; paying attention to the obstacles facing the inclusion of students with mental disabilities in public schools; conducting studies on the needs and problems of inclusion of students with mental disabilities in all grad education in general, and developing special programs for students with disabilities.