Inclusive education at the high school level presents several challenges for teachers, particularly in subjects such as English, where many instructional resources rely heavily on visual materials and digital platforms. In this context, the present study aims to reflect on the pedagogical challenges that arise in teaching practice when supporting the learning process of a student with visual impairment in an English class at the upper secondary level.

The study adopts a qualitative approach based on pedagogical reflection and the analysis of teaching practice. Data were collected through observation records, classroom interaction experiences, and the process of adapting activities during academic support provided to the student. The analysis focuses on the strategies implemented by the teacher to foster the student’s active participation, as well as on the adjustments made to teaching and assessment practices.

The findings indicate that teaching in inclusive contexts involves a continuous process of pedagogical adaptation, instructional creativity, and flexibility in the use of educational resources. The results also highlight the importance of creating learning environments that promote equitable participation among students, as well as the role of teacher reflection in transforming educational practices.

It is concluded that inclusive education does not only involve the adaptation of materials, but also requires a transformation of pedagogical practices in order to respond effectively to the diversity present in the classroom.