Children with disabilities face exclusion and marginalisation in educational and social contexts despite efforts to promote inclusion and diversity. This chapter through the review of literature, examines the experiences of a child with multiple impairments, factors affecting his self-esteem, sense of belonging, participation, and overall well-being. The child’s perspectives, harsh realities, discrimination and barriers encountered are discussed. Drawing from social exclusion, social inclusion, and the Lacanian psychoanalytic theory, the chapter analyses how the child’s identity and subjectivity are shaped within ostensibly inclusive environments. The Ecology of Human Development framed understanding of the child’s observed experiences. Findings showed that the child encountered both inclusion and exclusion. While significant others demonstrated inclusive attitudes, barriers including inaccessible buildings, lack of assistive technologies, and socio-emotional challenges persisted. The conclusions indicated perpetuation of the marginalisation of children with multiple impairments by parents, educators, peers, and the broader community. Exclusion is particularly pronounced during early childhood, as the child relies heavily on the immediate social environment for physiological and emotional needs. The findings underscore the importance of fostering inclusion, celebrating diversity, and addressing the impact of institutional and systemic factors contributing to the exclusion and marginalisation of children with disabilities in inclusive settings.