The poster addresses the concept of visual education for individuals with blindness, focusing on its model and practical guidelines. In an oculocentric culture, where visual experiences shape understanding and symbolic interactions, it is vital to enable blind individuals to engage with visual arts and cultural discourses as a right and a means of inclusion. Blind and visually impaired people access visual arts through haptic forms (Braille descriptions, tactile graphics, models, 3D prints), acoustic forms (audio descriptions), and mixed methods (tactile paths, museum tours, multisensory exhibitions). However, accessibility alone is insufficient for emotional or comprehensive reception. Blind individuals need preparation to effectively understand and interact with visual arts in non-optical ways.

Taking into account contemporary definitions of the terms "education" and "visual education", I formulated a definition of visual education for blind people.

Visual education for this group of people is a set of conditions, processes and activities that will increase the blind person's ability to achieve autonomy in exploring the iconosphere, in independently choosing from the offer that falls within the scope of visual representations and in interpreting it and formulating value judgments.

Key components of the visual education model include:
- Conditions: Socio-cultural normalization, human rights perspectives, and accessible exhibition spaces.
- Processes: Developing methods for creating accessible visual art and educating blind individuals.
- Activities: Receptive, creative, and reproductive actions involving non-optical forms of art and research on accessibility solutions.
The operationalized model is applied to evaluate three projects:
- Tactile graphics for Wilhelm Sasnal's paintings ("Such a Landscape", exhibition at the Museum of the History of Polish Jews Polin).
- Tactile maps of historic parks and gardens (project: "Technology development of tactile maps of historic gardens", Military University of Technology).
- Tactile graphics for Agnieszka Słowik-Kwiatkowska's illustrations of Mickiewicz's Ballads and Romances (project: "Ballads and Romances – tactile graphics edition for the blind persons", Chance Foundation for the Blind).

The operationalized model of visual education for blind individuals serves as an analytical framework for assessing visual art artifacts. A comprehensive questionnaire was developed, focusing on:
- Conditions: Ensuring access to visual arts through accessible forms like audio descriptions, Braille descriptions, and tactile graphics.
- Conditions and Processes: Evaluating the communicativeness of access media, including haptic-verbal-acoustic techniques, and the presence of motivational elements like detailed descriptions, Braille inscriptions, and quality tactile models, with comfort tests for tactile and auditory solutions.
- Processes: Assessing educational efforts, such as museum lessons, curatorial tours, or other activities introducing art history and visual expression to blind individuals.
- Activities: Examining cognitive-receptive experiences—how blind individuals interacted with artifacts, implementation and popularization of events for this audience, and research efforts to test and refine tactile and auditory solutions with user groups.

This model ensures a structured approach to enabling meaningful engagement with visual arts for blind individuals.

Keywords: Visual art, visual art education for persons with blindness, visual literacy, audiodescription, 3D model, tactile graphic, paintings, aesthetic experience.