1454 South Florida Journal of Development, Miami, v.2, n.2, p. 1454-1463, apr./jun. 2021. ISSN 2675-5459 Language acquisition and educational inclusion Educational strategies among multiple disabled blinds DOI: 10.46932/sfjdv2n2-026 Received in: january 1st, 2020 Accepted in: March 30th, 2020 Cláudia Monserrat Rosa de Oliveira Fontoura Graduação em Pedagogia e Enfermagem – Universidade Federal do Rio de Janeiro Instituição Atual: Universidade Federal do Rio de Janeiro. Endereço: Rua Berna, 148 Bairro: Jardim Carioca (Ilha do Governador) Rio de Janeiro – RJ - Brasil E-mail: kcaumonserrat@gmail.com Maria do Socorro Fortes de Oliveira Doutorado em Educação – Universidade Federal do Rio de Janeiro Instituição Atual: Universidade Federal do Rio de Janeiro e Instituto Benjamin Constant Endereço: Rua Licínio Cardoso, 81 Bairro: São Francisco Xavier Rio de Janeiro – RJ – Brasil E-Mail: aprendizfortes@gmail.com Maria Vitoria Campos Mamede Maia Doutorado em Psicologia Clínica - Pontifícia Universidade Católica do Rio de Janeiro Instituição Atual: Universidade Federal do Rio de Janeiro Endereço: Av Jardins de Santa Monica 100 Bloco 5 apto 802 Bairro: Barra da Tijuca Rio de Janeiro – RJ - Brasil E-mail: mariavitoriamaia@gmail.com ABSTRACT This research deals with the language acquisition and the educational inclusion of multiple disabled blind people. The aim was to analyze how three instruments, created so that early childhood educators of the Benjamin Constant Institute could help oral communication and inclusion of blind students with multiple disabilities. The qualitative research, of the ethnographic type, had as subjects two adolescents. The analysis of the results used the bardinian method and pointed out the development of language and interaction between the pairs, allowing the inclusion in a regular classroom. Keywords: games and games, language acquisition, multiple handicapped blinds, educational inclusion 1 INTRODUCTION This article is about the practice to facilitate the socialization and oral communication of blind with multiple disabilities students. The report of this research is part of a more extensive research, “Creativity and Education: different languages habituating the educational space” (MAIA, 2016), in which it is studied the importance of the teaching-learning process. Games and plays were used on the daily routine of blind with multiple disabilities students of Benjamin Constant Institute (IBC), being the games and plays a pedagogical resource whose usage is desired to be extended beyond the school,