Summary the present article has as objective to present characteristics concerning the inclusion of pupils with visual deficiency in Superior Ensino. For the elaboration of this article, they had been boarded points on the general description of the inclusion, the definition of the visual deficiency and its main characteristics and still, the resources and the necessary adaptations so that this inclusion happens in the Institution of Superior Education. The bibliographical research has as theoretical landmark authors Fernandes, Mazzota and Caiado; also the current law on the boarded subject was used and consults to the manual of the SIANEE – Service of Incluso and Atendimentos to the Pupils with Educational Necessities Special, elaborated for the attendance of the pupils who have some special educational necessity in the Educational Group Uninter. The practical ones lived deeply in the work directed toward the attendance and adaptations that the academic pupil with visual deficiency needs, were what it took the choice on the cited subject of this research. One concludes that, for pupil with visual deficiency to be enclosed in Superior Ensino, is necessary that the IES is prepared when receiving it, promoting the attended accessibility, security and autonomy, respecting its rights in all its forms and instances. Words keys: Inclusion Visual Deficiency Superior Ensino.