Aim: Understand the social representations of disability in the school context. Methodology: Purpose-built questionnaire with open answers, consisting of 10 questions, was used. Results: (1) The operators interviewed undoubtedly framed the disabled student in a non-medicalization perspective, albeit with qualitative differences; (2) All teachers and all parents have de facto provided representative modalities that are often collusive between themselves; and (3) Only the families of students with disabilities can provide significant information on therapeutic opportunities or previous educational experiences that may give relevant results in terms of both behaviour and profit.