With disabled students, teachers have less opportunity to receive in their classes those who have sensory deficits, due to their rarity and few formations exist. But teachers are supposed to be able to teach all students, in their diversity, whether it is related to their culture or to the consequences of physical, sensory or mental disorders. In this population, the visually impaired students are the least numerous and know a particular situation, even paradoxical. Unlike other students with disabilities, they have been integrated for a long time, at the end of high school and at university, and for the blind often schooling in mainstream came after the specialized establishment from which they left by mastering the techniques of compensation. The lack of specialized staff dedicated to the visually impaired, in particular the teachers, is often a brake on inclusion and can bring a return of the students in non-inclusive device, and, in times of budgetary constraints, considerations only on the number of students are likely to forget that they cannot succeed without mastering techniques that can be taught. After having recalled the constraints which arise to study this population, we present the specificity of its needs. We link these needs to the foreign language skill that these students must acquire in order to become independent in their learning for global context, especially in South East Asia countries.