The present contribution describes the experience of redesigning a project management class for a student with visual weakness so that he could be integrated into a class with regular students. In Mexico, 58% of the population has a visual problem, and after the pandemic, this number has grown due to the misuse of mobile devices for distance education.

Project management and evaluation courses have mathematical components that depend on the sense of vision; a decrease in this ability can frustrate the student's experience learning. This contribution narrates the experience of redesigning a course to replace the visual ability by enhancing the ability to touch as an instrument for reading the methodologies and observing the events to be analyzed.

Through the experience of course redesign in the summer of 2017 and with the emergence of new technologies and educational innovations that allow the inclusion of students with visual impairment in standardized classes, fully developing competencies for the administration and evaluation of projects are described.

Keywords: Educational Innovation, Immersive Reality, Project Management, Project Evaluation, Inclusion, Higher Education.