This research aimed at identifying the conceptions of parents and teachers of children with multiple deficiencies, regarding their scholar and social inclusion. Ten families (seven couples and three mothers) as well as 10 teachers of multiple deficiency children participated in this research; these children are attended by the Program of Attendance to Multiple Deficient of the State Secretary of Education of the Federal District - SEDF. Half-structured interviews were made with parents and teachers and also observation of the scholar environment. The results indicated that parents are aware of their children's deficiency as something that brings great suffering and social limitations, specially related to work. Parents and teachers believe that the scholar inclusion of these children is not possible, for conceiving their development as inexistent and for considering the regular teaching school unprepared to receive them.
multiple deficiencies; conceptions of parents and teachers; scholar and social inclusion
