This article is part of a study that seeks to understand the main barriers and alternatives for the inclusion of blind students in classes of modern physics. Both difficulties and feasibility are presented and discussed for the effective participation of this kind of student. Through content analysis, six types of classes have identified that impede the process development and four that make the process possible. In conclusion, it is very important to create and adequate communication environments, equally, it is important to understand the interaction as an inclusion element, just as it is important to end segregation environments inside the classroom.