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Background: People diagnosed with intellectual or multiple disabilities and their families have specific needs, and the support offered by professionals is a way to mitigate the effects of excluding practices, particularly in school settings. Objectives: To identify parents’ actions/interactions and constraints concerning their experience of the schooling process of their children with disabilities, and contribute to the planning of interventions with parents. Methodology: The Grounded Theory (GT) was used. Nine parents were interviewed using a semi-structured guide. Results: The core category Experiencing the schooling process of children with disabilities: between school exclusion, inclusion and integration was composed of 3 macro-categories: The school world for students with disabilities (conditions), Parental strategies on their children’s schooling process (action/interaction), and Results of parents’ experience of their children’s schooling process (consequences). Conclusion: The use of GT allowed understanding the impact of parents’ strategies on their children’s academic path. Many of these parents moved their children to another school, enrolling them in specialized institutions, while others removed the children from the school environment to ensure the achievement of their developmental goals.

Strategies adopted by parents in the schooling experience of their young and adult children with disabilities