In this paper, we review the various educational experiences that have been implemented with visuallyimpaired students within the inclusive education model of the Region of Madrid (Spain) during the last decade. The methodology used is a combination of theories, their implementation and their analysis in order to understand, explain and demonstrate their efficacy through the use of descriptive or interpretive research. Furthermore, a comparative analysis is used to dissect the changes that have happened during the last four years, which have been characterized by a deep economic and social crisis. We justify the choice of eclectic methodology because, rather than limiting ourselves to differing theories, this will provide a richness that will enable us to obtain a more realistic and ecological view of the problem. We conclude that the inclusive education of visually-impaired students has been a priority for the different education authorities. The inclusive educational response is a reality with effective intervention teams of early and general care closely collaborating with specific teams for visually-impaired students. This constitutes an example that could be extended to other contexts of disability.

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Más de 6.500 estudiantes con problemas graves de visión están escolarizados en toda España y necesitan metodologías y soluciones inclusivas con relación a las TIC. El propósito de este artículo es dar a conocer criterios metodológicos inclusivos para optimizar el trabajo con las TIC de los alumnos con discapacidad visual grave o ceguera, lo que implica conocer el grado de accesibilidad de las herramientas TIC, las estrategias y habilidades necesarias y las dificultades que pueden plantearse.