Dialoguing teaching for visual impairment from the perspective of inclusive special education

This work provides an opportunity to reflect on the process of inclusion and accessibility of visually impaired students in Basic Education. That said, a bibliographical research was carried out in the scientific and academic literature, through several databases, outlining theoretical and methodological contributions of the literature towards inclusive education. The results obtained from the study allow us to infer that the inclusion of visually impaired children in Basic Education with regard to regular school is still a subject little explored in the literature. as well as, it needs new discussions so that the theme can be developed, providing new perspectives on the adaptation and accessibility of these children. Furthermore, the study points out that students' cognitive and motor development are improved as the teaching and learning process is articulated with a multidisciplinary and multidimensional team