This paper discusses the issue of multi-disabled education in Egypt, through several themes that address the rooting of the concept of multiple disabilities and the concept of integration, as well as the possibility of providing educational services to the multi-disability category under the Inclusion policy by reviewing international experiences in providing educational environments for students with multiple disabilities, especially the less restrictive environment (LRE) highlighting its advantages and disadvantages, then making the case for what should they learn? To access useful and comprehensive curricula for students with multiple and deep disabilities, then show case a local experience in the rehabilitation and education of persons with multiple disabilities through separate classes as applied globally with regard to the less restrictive but partially different environment through classes simultaneously attached to special education schools (deaf and blind).