The present paper focuses on Inclusive education, and in particular, on primary school students with severe visual impairment or blindness. One of the basic elements to reach meaningful levels of achievement in relation to the inclusive school is teachers’ perception on the level of implementation of the inclusive practices in classrooms. Therefore, the main objective of this paper is: to analyse the teachers’ opinion about the inclusion of blindness students and with severe visual impairment in primary education in Asturias. We start from the assumption that social inclusion is one of the main challenges of the welfare state. This challenge aims to achieve the maximum degree of social cohesion, and to achieve it we need to identify the elements that hinder the development process towards the welfare state in order to promote a real implementation of equitable and inclusive policies for all their citizens (Allan, 2003; Darling-Hammond & Ancess, 1996). This idea becomes more important, because of its relevance, when it affects people with some kind of disability. In our research we emphasize on people with severe visual impairment and blindness (Cox and Dykes, 2001). The European Commission, through the so-called European Disability Strategy 2010-2020: a renewed commitment to a Europe without barriers, invites to "empower people with disabilities so they can enjoy all their rights and fully benefit from participation in the economy and society in Europe" (European Commission, 2010, 4). Through this strategy, the Commission urges member countries to develop their own strategies on disability, identifying eight main areas for action, including education and training. In Spain, the Ministry of Health, Social Policy and Equality, published in 2011 the Spanish Disability Strategy 2012-2020 which aims to "promote an inclusive education in all educational stages, with the means of support as necessary; promote the continuous training of all teachers; and advance the inclusion of subjects to help guarantee the rights of dissabled people" (2011, 34), as highlighted by Alonso and de Araoz (2011). The review of the final reports of the UNESCO meetings (Jomtien 1990, Salamanca 1994, etc.) and the proposal that emerged from the United Nations Convention on the Rights of Dissabled People (2006) which states (art. 24) that "the Member States will ensure an inclusive education system at every level" for the dissabled people allowing them to "access to an inclusive, quality and free primary and secondary education, on an equal basis with the rest and in the community in which they live", as recognized by Sandoval, Echeita, Simon & López (2012), and form the legal framework from which this work raises. In this context, the approach of this work focuses on the premise that to establish, particularly in practical terms, an inclusive education, it is necessary to identify and describe good inclusive practices (Ainscow, 2011). Booth and Ainscow (2002); proposals lead us to analyze the issue from three dimensions: creating inclusive cultures focused on the establishment of a welcoming and collaborative school community for these people; developing inclusive policies that emphasize improving student learning through innovation policies through the active participation of all students; and, finally, the development of inclusive practices in classrooms, through the design of curricular and extracurricular motivating and participating activities, giving a special care to dissabled students. Considering all these premises, it asked to primary education teachers in Asturias to assess the level of achievement in these dimensions in relation to primary school students with blindness or severe visual impairment.

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