The purpose of this study was to investigate teachers' perception on science education for students with disabilities in inclusive classrooms of elementary school, focusing on science educational acts. To achieve this purpose, the subjects in this study was 189 general teachers and 36 special teachers from 21 elementary schools in Seoul. The data for this study are derived from questionaries of teachers' recognition about actual status on science education for disabilities and also analyzed according to teachers' experience, students' grade and teacher's difference(general & special teacher). The answer sheet analyzed by SPSS(VER. 12). A descriptive statistics, t-tests and F-test approaches were used to investigate the general information and the difference of perception between groups. In case variance analysis results showed that there were any significant disparities, Scheffe test was implemented as post-test. The findings of this study were as follows; With reference to science educational acts for successful science education of disabilities, most of teachers regarded social skills as the most important skill of skills required. there was any statistical significant difference among groups. In detail, 'can read and comprehend required materials' in Basic Academic Skills, 'follow classroom rules' in Classroom Behavior Skills, 'listen to others' in Group Coping Skills, 'understand the problem' in Inquiry Skills, 'communication about observations and findings' in Science Process Skills' were recognized as more important skill by teachers.