The present investigation looks into how an English teacher of the PUJ can be supported in promoting the inclusion of a person with disabilities in her or his class. To solve this problem, we started with the case of a Performing Arts student with visual disability (low vision), and her experience in the English of services classes of the PUJ. Implementing - inside and outside of her English class - a methodological route, that is based on establishing some reasonable adjustments that she, her teacher and her English tutor, took into account to improve and facilitate her learning of that language. The results suggest that it is important that there is an administrative control of the inclusive process that takes place in the classrooms to verify that it is developed in a coherent and systematic way. In addition, they show that, effectively, through the implementation of new and different methodological routes focused on establishing reasonable adjustments inside and outside the classroom, it is possible that students with disabilities, in this case those with visual disabilities, strengthen their knowledge and learning of English as a foreign language.