Abstract
This qualitative study aimed to evaluate the use of active methodologies in experimental Science classes associated with inclusive education from an investigative perspective with characteristics similar to the Problem-Based Learning (PBL). To do so, three Science experiments were adapted for students with visual impairments in basic education. Results indicate that school and social inclusion are possible by means of active assistive activities. It is concluded that students with visual impairments achieved learning objectives through the development of adapted teaching materials, with active participation from the students in this process. This confirms the effectiveness of the methodology used in these activities and highlights the need for successful active practices to overcome the inherent obstacles of inclusive education.
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