The present study aims to reflect the schooling of the visually impaired in steady
education, considering that the inclusion of students with disabilities in the regular school
is a topic of discursions in the educational environment, so it is of fundamental importance
that the school as a whole be prepared Appropriately to receive these students, with the
objective of helping them in the effective learning process. The visually impaired students
need a quality education and professionals prepared to attend them with adapted resources,
which can favor means of access of knowledge, respecting and valuing the needs of each
one. This work was carried out in a pioneering school in specialized educational service of
students with visual impairment, located in the city of Araguaína, being divided in two
parts, initially bibliographical research and then field research, in order to compare or
associate the theory with The practice, in order to contribute to a better understanding of
the topic in question. The school has several resources and has the work done by a teacher
who is able to attend the student, who makes use of the available material. Interviews were
carried out with visually impaired students, support teacher and teacher of mathematics in
the common room, and it was noticed that there is still discrimination between common
students and students with disabilities, as well as the resources available in the school are
sub-used by teachers regular. The inclusion of the visually impaired student in regular
education is not only about placing him in a common class, it is up to the school, preparing
to train professionals in the goal of perceiving diversity and differentiating each student in
their schooling process.
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