Objective:

To analyze the experiences of disabled children, experienced in a school from a Brazilian municipality, based on the maternal stories.

Methodology:

Cross-sectional, exploratory study with qualitative approach. A survey was applied to 20 mothers of disabled children being followed up in a health center, located in a city in the state of Minas Gerais, Brazil. The theoretical-methodological reference of the dialectical hermeneutical perspective was adopted, seeking to understand the reality located in its context, tied to the confrontation and critical analysis of the empirical categories.

Results:

Problematic points emerged regarding school inclusion, rights inequities, scarcity of education and health professionals trained for the care of disabled children, as well as architectural inadequacies, selection and adaptation of furniture for children.

Conclusions:

School inclusion is presented as a multidimensional challenge, since adequate structural and contextual conditions are still necessary in correspondence with a sustainable development approach, so that inclusive education in schools is carried out in a concrete and real way, exceeding the idealism referred to in public policy proposals.

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