The article refers to a survey conducted with teachers of science and biology and the students of a school in Rio de Janeiro (Brazil), where there is mandatory inclusion of students with visual impairments in the regular classrooms of basic education. Semi-structured interviews and questionnaires were developed to meet as pedagogical support material and the teaching methodologies that integrate the classroom. The results highlighted that the formation of a collaborative network of the students without visual impairments in relation to those with impairments favours the learning and the awareness of the former about the inclusion, facilitating the dynamics in the classroom. From the valuation, it was clear that despite the insecurity on the part of the teachers, the various pedagogic resources adapted from traditional models or created by personal initiative have resulted in an integrated process of inclusion, still in improvement.