The main objective of this study is to discuss and comprehend the conceptions attributed to the autonomy of children with multiple disabilities and the interdependencies in inclusive schools. The focus is on investigating and understanding the conceptions attributed to the autonomy of children with multiple disabilities by education professionals with experience working with these children. The study advances to understand how these professionals conceive, construct, and adopt in their work a practice that contributes to the autonomy of children with multiple disabilities, and to analyze how the participation of students with multiple disabilities occurs in school activities. The research is qualitative and is based on the method of interpreting meanings. Data production unfolds through participant observations involving five children with multiple disabilities and their school routines, along with conducting semi-structured interviews with 33 education professionals. In total, six Brazilian schools collaborated in this study, including an early childhood education school in a municipality in Baixada Fluminense, Rio de Janeiro, Brazil, and five schools located in the state of Rio Grande do Sul, Brazil. The analysis is grounded in disability studies, primarily situated between social and human rights models. The historical-cultural perspective underpins the analysis of the concepts of instruction, learning, and development. Special attention is given to communication and school experiences that enhance joint and/or individual decision-making by the child with multiple disabilities. Acting and/or going alone refer to concepts of autonomy with greater emphasis in the statements of the interviewed professionals. In field observations, it is highlighted that classmates and school support professionals were significant figures in decision-making relationships. The importance of an approach focused on planning collaborative pedagogical practices, aiming at promoting inclusive education, is emphasized. The research made it possible to understand how autonomy is enhanced and developed in contexts of interdependencies in the school, where experiences with human diversity are catalysts for learning and development.