| Summary: | This article is the result of a study that sought to verify the methodological possibilities of including young people and adults (EJA) with sensory impairment (speechlessness, deafness, low vision, blindness) in the teaching-learning process. To base our investigation on this inclusion process in the scope of youth and adult education (EJA), we used: Mantoan (2003), Sassaki (1998), Haddad and Di Piero (2000), Soares (2007), Paulo Freire (1997 ), and Marcory and Tureck (2014), who helped us to understand their concerns, behaviors and positions, but also to discuss under the view of the regular school the difficulties in obtaining resources and developing methods for their inclusion. Nowadays, the education of young people and adults faces difficulties, one of them is its absence in the Common National Curricular Base (BNCC), reverberating in the difficulty in the elaboration and implementation of public policies, and in obtaining resources (textbooks, didactic materials and continuing education of teachers), reflecting mainly on the inclusion of subjects with disabilities As a result of this research, we point out that the inclusive pedagogical practice in the education of young people and adults is incipient, as teacher training focused on this type of teaching is not considered enough teachers, as well as the resources, which they consider much lower than the minimum necessary to carry out an effectively inclusive pedagogical process.
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