Visually impaired students in mathematics classes: for all or for each one?

Abstract

In this article, I address the challenges and strategies associated with the inclusion of visually impaired students in mathematics classes. The focus of inclusive mathematics education is to ensure that all students, regardless of their visual abilities, can access the mathematics curriculum effectively and meaningfully. I explore assistive technologies and pedagogical methodologies that can enhance the participation and academic performance of these students in this subject. Moreover, I emphasize the importance of teacher training to meet the specific needs of these students, provoking a critical reflection on whether education should be oriented - For all or for each one?