"Providing all students in general education classes with high-quality instructions, intervention, and support is a hallmark of inclusive education (Vorapanya & Dunlap, 2014). Inclusive schools should have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are full participating members of the school community (Jelas & Ali, 2014; Lamichhane, 2017). The concept and philosophy of inclusive education gained international attention when the United Nations promoted the idea of Education for All at the World Conference on Education for All in Thailand in 1990. Furthermore, a policy statement on inclusive education emanating from the 1994 Salamanca Conference in Spain challenged all nations, schools, and educators to provide effective education for all students including those with special needs (Kuyini & Desai, 2007). European countries also gain a lot of efforts for implementing successful inclusive process in education.Regarding to persons wit visual problems, many studies proving that they can take a part in inclusive education, but some changes need to be done in order to response on their specific needs. This means that teachers, parents need to be prepared to know how to approach to their visually impaired student/kid.Globally, at least 2.2 billion people have a vision impairment or blindness, of whom at least 1 billion have a vision impairment that could have been prevented or has yet to be addressed. This 1 billion people includes those with moderate or severe distance vision impairment or blindness due to unaddressed refractive error, as well as near vision impairment caused by unaddressed presbyopia.Globally, the leading causes of vision impairment are uncorrected refractive errors and cataracts. The majority of people with vision impairment are over the age of 50 years.The learning processes of students with vision impairment may be affected in the following ways:Students with vision impairment may access information in a variety of ways, for example Braille, audio-tape, or enlarged print. Braille readers cannot skim read and may take up to three times as long as other students to read a text. Students with some vision may be large-print readers. Many will be unable to read examination questions and handouts in standard print or read their own handwriting when answering examination questions. They may also be unable to take their own notes. Extra time is needed to carry out some tasks, such as locating words in a text when shifting from one reading medium to another.Students who need information put into alternative formats must wait, often up to six to eight weeks, for the material to be produced for them. This means that they will often fall behind other students in the class.Students with vision impairment may feel isolated in the learning environment, which can have an impact on learning.Headaches often result from eyestrain. This may reduce considerably the study time available to these students.Most common way of visually impaired pupils reading and writing processes in trough using of Braille alphabet, bur in inclusive schools most of the teachers do not know the methodology of teaching Braille alphabet.Braille is a system that enables blind and visually impaired people to read and write through touch. It was devised by Louis Braille in 1821 and consists of raised dots arranged in ""cells."" A cell is made up of six dots that fit under the fingertips, arranged in two columns of three dots each. Each cell represents a letter, a word, a combination of letters, a numeral or a punctuation mark.Taking in consideration the need assessment explained above, our proposal main objective is to teach teachers, parents and non formal educator from NGO sector methodology of learning Braille alphabet.Our specific objective are:-Making the process of inclusion of visual impaired students more successful and effective,• Foster quality improvements and excellence in education, through enhanced transnational cooperation between education and training providers and other stakeholders.• Fostering lifelong learning processes for teachers, parents and non formal educators,• Fostering equality in learning, social and educational inclusion,-Fostering modern and European values in formal and non formal education.Trough organizing 3 specific LTTA for parents, teachers and non formal educators we will meet our proposal objectives."