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The inclusion processes ranges from local and national educational projects to international policies. Since 1994, when at the World Conference on Special Needs Education held in Spain a document called the Salamanca Statement was prepared providing basic guidelines for the formulation and reform of educational policies and systems in line with the social inclusion movement, a worldwide trend has been consolidating: inclusive education has shown to be a process under construction. In it, professionalism mixes with improvisation and dedication related to overcoming obstacles, countering the discouragement and insecurity of those who are opposed to the whole process [1–3].

The Use of Adapted Educational Resources in the Teaching of Science and Biology in Classes that Include Visually Impaired Students