This research explores the Partnership Design approach in inclusive teaching-learning situations with visually impaired students. It approaches teaching-learning solutions that are alternatives to those focused only on visualaspects, stimulating the body s senses other than sight. An applied research with qualitative approach is conducted with an exploratory - descriptive study, involvingbibliographic and documental research and field research, adopting techniques such as participant observation, action research and methodologies of Design in Partnership. A three-dimensional teaching-learning object that approaches concepts about spatial geometry it is elaborated in partnership with teachers and students and experimented by visually impaired students. This methodological approach was chosen for being adequate to understand inclusive pedagogical practices and evaluate the obstacles and possibilities experienced in teaching-learning situations by teachers and students in inclusive education contexts. The Partnership Design approach seeks to incorporate the considerations of teachers and students into the research, prioritizing their experiences, based on good educational practices.