Children with profound intellectual and multiple disabilities (PIMD) are generally considered to have the highest and most complex support needs. Their education is often provided in 'special' classes or schools, but many still do not have such opportunity (Lyons & Arthur-Kelly, 2014). In France, the drive for inclusion has led to new coalitions between institutions administered by the separate Ministries of Education and Social Affairs. A paradigm shift is occurring, with staff from specialised institutions being deployed within mainstream schools to support the education of pupils with PIMD in special classrooms. The implementation of these arrangements requires close coordination between professionals from distinct communities of practice. To better understand this phenomenon, a focus group study was conducted in a specialised institution. Nine professionals working with children with PIMD (i.e., educators, carers, social and educational workers, and a service manager) participated in a semi-structured group interview. Data were collected on the representations of work (e.g., type of activities, duties, norms or values) and on educational practices (e.g., strategies, methods, attitudes or gestures). This interview was audio and video recorded for verbatim accuracy, and a thematic analysis was conducted on the transcripts. Results highlight a representation of the activity as being based on care and education for autonomy and necessarily reflexive, whereas the educational practices are anchored on both high-quality relationships and a deep understanding of the children's needs. Through an overview of their practices, this preliminary study illustrates some of the possible contributions of professionals from specialised institutions to inclusive education.