This article offers some refl ections on the use of a tool for representing graphs for blind high school students. It presents a historical survey of the development of an institute for the blind students in Brazil, and explores the interaction between a math teacher and a blind student in the creation of this tool, to promote the teaching and learning of this student. It concludes that inclusion occurs when the student with a disability has the opportunity to be treated like the other students in the classroom, and participate in problem situations involving the manipulation of tools that will give him the same possibilities of learning as his colleagues.