School inclusion presents a challenge to the realityrealities of the school and proposes the, proposing a search for flexible alternatives for educational development. The school mediator can be part of this process, accompanying the student during the school day, enhancing socialization and learning, and acting as a facilitator of school tasks through curriculum adaptation. The use of play as a means for the inclusion can be very effective, as it presents itself as another way of learning for the pluralities present in the school that have equally diverse ways of learning, as in the case of blind students. According to Sá, Campos eand Silva (2007, p. 15), the visually impaired are those who “have a severe or total alteration in one or more of the elementary functions of vision that irreversibly affects their ability to perceive color, size, distance, shape, position or movement in a more or less comprehensive field .”. We have seen that the visually impaired, in general, are not encouraged by the school to be part of daily activities by the school, which creates a parallel system of exclusion in an apparent model of inclusion, a practice of in / exclusion (VEIGA-NETO(Veiga-Neto, 2011). Thus, this exploratory research proposes a theoretical survey about thisregarding the theme, to accommodateof accommodating the needs of visually impaired people and offering an alternative, fromto play, to enhance their school and social development.