In Brazil the inclusive education policy and curriculum practices aimed at disabled students have been the subject of research and debate. These students, despite having guaranteed access to regular education, find their schooling processes restricted due to lack of knowledge of their learning characteristics. In both regular classes and specialized education support questions arise about what and how to teach these students and which curriculum practices enable their conceptual preparation processes. In this paper, we analyze teacher discourse (obtained in group interviews) and episodes of interaction and teaching actions carried out in specialized education support (in Multifunctional Resource Rooms-MRR) in regular schools in Vale do Itajaí, SC. It is aimed to problematize policy guidelines, curricular practices, and the role of MRR in these students' schooling. The teacher discourse and analyzed episodes are an illustrative excerpt of collaborative research with MRR teachers in 2012/2013 carried out by two National Observatories of Special Education, linked to the CAPES' National Education Observatory Program. The results of the research indicate contradictions, segmentations, and the fragility of policy in relation to the locus and the processes of schooling and potential curricular practices of the disabled students' conceptual preparation.