Accessibility, Inclusive Education, Human Morphology, Visual Impairment, Review.

Anatomy, embryology and histology are areas of knowledge linked to Morphological Sciences, of paramount importance for the training of professionals in the areas of health and biology. The university space must mitigate the problems to generate equity and guarantee education to all students. However, it is still observed that people with visual impairments find difficulties in the teaching and learning process, since this area is closely linked to visual stimuli, such as images, atlases, synthetic models, parts of human organs and animals in formaldehyde, and others. It is fundamental to use sensory and technological tools that help in teaching practice and that trainability is applicable to the student, generating understanding, clarity and autonomy for their professional training. This study addresses a review of the scope with the objective of mapping inclusion actions and identifying teaching and learning tools within the scope of teaching human morphology for students with visual impairments. The search strategy was performed by combining words and appropriate truncations for each electronic database: EMBASE, ERIC -Education Resources Information Center, Latin American and Caribbean Literature in Health Sciences (LILACS), PubMed/Medline, Scopus and Web of Science. The electronic search of the database was complemented by manual search of gray literature in the sources: Brazilian Digital Library of Theses and Dissertations (BDTD), Google Scholar, ProQuest Theses and Dissertations. Studies within the scope of teaching human morphology were included, restricting themselves to Anatomy, Embryology and Histology, using methodologies for including visually impaired students in various curricular components, each with its specificities. A total of 11 articles were identified, of which 09 studies addressed anatomy, 4 applied to histology and no studies focused on embryology.