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Currently, educational policy prioritises education for all and the inclusion of students who, not long ago, were excluded from the school system because they had physical and/or cognitive disabilities. However, a large number of students (children and adolescents), who over time presented learning difficulties and were doomed to school failure, could not attend schools and were labelled in general as "difficult students". However, we cannot deny that knowledge and/or learning has a guaranteed presence in any projection that is made of the future. That is why there is a consensus that the development of a country is conditioned to the quality of its education. Thus, the objective of this work focused on identifying and analysing the elements that constitute the inclusion practices of visually impaired students in a Technical and Vocational Education Institution. Being exploratory and descriptive, the research universe was delimited by the interview with blind students of the Federal Institute of Education, Science and Technology - IFBA, Salvador campus.