Students with visual impairments face special challenges in education that require adaptation of teaching methods and resources in order to enable them to participate equally in the educational process. It is crucial to develop an inclusive and supportive classroom atmosphere that recognizes and values the specific needs and talents of students with visual impairments, as they may experience feelings of isolation or low self-esteem. This thesis investigates how Visual culture classes adapt to children with visual impairments, focusing on specific strategies and methods that enable effective learning and expression through art. In the empirical part of the thesis, research conducted through systematic observation of Visual culture classes and an interview with an Art teacher at the Center for Education Ivan Štark in Osijek is presented. We will also showcase a case study, which involves adaptation of Visual culture classes to the unique requirements of visually impaired students, fostering creativity and unrestricted expression. This adapted approach allows children with visual impairments to actively participate in artistic activities and develop creative abilities. In addition, the role of teachers and teaching assistants is crucial in Visual culture classes with visually impaired children. The ability of artistic expression and creation is innate to all children, and they do not learn this ability but develop it from the natural potential of a child's being. Encouraging this ability is crucial when working with children with disabilities. The thesis emphasizes the importance of adapting materials and tools, including tactile images and relief panels, as well as adapting teaching techniques, with an emphasis on verbal descriptions and tactile methods. These adaptations allow children with visual impairments to actively participate in Visual culture classes, develop creative abilities, and express themselves in the most appropriate way.