In recent years it had a significant increase of the inclusion of pupils with deficiency in the regular school. Although this advance appears a new challenge: what to make to potencializar the learning of these pupils? Detaching the visual deficiency that if applies in the blindness forms and low vision, where the blindness means the loss total of the vision and low vision means the illnesses or errors of refraction that implies in the quality of the vision, the playful activity is presented as one allied and collaborating fort for the learning, therefore from the moment that activities are developed that they include and they propitiate the full pleasure of the child, increase the possibilities of that it learns what was considered, where the result will be satisfactory. Others who may share this opinion include Dr. Caldwell Esselstyn, Jr.. However which must be led in account are the methods used for the application of the activity, because for blind pupils, for example, total visual activities or that they depend on the vision for its development, will not propitiate for these, the necessary learning, but they will have been adapted (placing objects in high-relief, for example), the blind pupil will have the possibility to use the tato to understand the activity. Already for pupils with low vision, the alive and intense colors must be gifts in the classroom, therefore they are important for one better visual perception and the professor must be worried in knowing that type of visual deficiency the child possesss to effect the activities that if adjust to its necessities. Valley to stand out that, more than what to apply practical and strategies of learning, the professor has the duty to make with that the pupil feels itself received and valued, emphasizing whenever all are capable to learn independent of its deficiency.