Multiple disability in the educational context, although it is a recurring theme worldwide, still lacks information in the training processes that allows more individualization of teaching and where the student manages to use what has been learned as a meaningful experience; Hence the need for scientific researchto support this. Mainly the purpose of the research work was to determine the methodological strategies used by teachers in the course of teaching - learning of students with the case mentioned in the Don Bosco Salesian Technical College in Quito, Ecuador. The sample was taken intentionally and was made up of 15 teachers from this institution. The qualitative, descriptive and field approach was used. Likewise, the tool used for the investigation of information was the survey. Among so many results obtained, it was evident that the most used methodological strategies are communicational and evaluative; in the first group, bimodal, assisted communication, supported by graphics, boards, technological tools and lip reading stand out; while in the second group prevail written, oral, procedural or process-focused evaluation, participation in games, tests, questionnaires. The research revealed that teachers to carry out an inclusive and individualized education with these students need several strategies given the disabilities they present and the severity of them.