Talking about “inclusion” in the school environment is an increasingly relevant reality in the Italian education system. Over the past decades, Italy has gone through several stages before achieving school inclusion, and more specifically, “inclusive education”. This approach aims to actively engage and enhance every student, regardless of their individual characteristics, ensuring the opportunity to grow both culturally and personally while also improving their relationship with others. From this perspective, “diversity” represents a valuable asset for the development of each individual.

Our project is based on these principles and pursues multiple objectives while maintaining a common thread: to promote meaningful and effective learning through lessons that are accessible to all students, with particular attention to those with visual impairments. Focusing on the main goal of our work, we designed four inclusive lessons, two in the field of mathematics and two in the scientific-technological domain, using innovative methodologies to make learning more engaging and effective. Since these lessons were designed to be accessible to students with visual impairments, we paid special attention to the creation of tactile materials and hands-on activities. Furthermore, to better assess the effectiveness of our workshops, we invited the entire class to blindfold themselves at certain points during the activities. This allowed us to observe not only the students' reactions but also their experiences and perceptions in the absence of sight.

In this article, we describe the four workshops developed in accordance with the Italian National Guidelines:
- "Discovering paper... with our hands": through the manipulation of different types of paper materials, students explored the paper production process and the importance of recycling;
- "Triangles in teams": using two different educational games, built with various materials and featuring raised buttons, students reinforced the concept of classification both in mathematics and in real life;
- "Does it float or not?": a workshop where students took on the role of real scientists, applying the steps of the scientific method to explain the floating phenomenon of different shapes of aluminum foil;
- "Exponents at play": through a hands-on activity with a hidden drawing, origami folding, and a board game, students approached the concept of exponents in a non-traditional and fun way.

The four workshops were initially tested in a class that included a visually impaired student. Later, the same activities were also conducted in a class without visually impaired students. This experience suggests that exploring mathematics with closed eyes encourages all students, regardless of visual ability, to strengthen their mental visualization, enhance abstract thinking, and develop a deeper, more intuitive understanding of mathematical concepts.

At the end of each lesson, students in both schools anonymously completed questionnaires to provide feedback on the activities. The collected data confirmed that it is possible to design inclusive educational projects in mathematics and science for students with visual impairments and that the use of non-traditional teaching methodologies is an effective tool for delivering educational content in an accessible and engaging way.

Keywords: STEM, visual impaired students, active learning.