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Abstract: Recognition of the importance of social and educational integration of children with HIA by the state makes it necessary to create for them an adequate educational process in educational institution, which is given a central place to ensure "inclusive" (inclusion) education. Due to the urgency of the issue of inclusive education there is a problem of the choice of methods and means of training to achieve the effective and substantive meta-subject results of different categories of students, particularly children with visual malfunction. It is necessary to use multiple channels of perception to achieve good results in the school course of Mathematics, as well as in the development of thinking of pupils with visual problems. Based on the findings made by the psychologists about the need to include touch in the process of perception, origami has been chosen, which fully covers the visual and tactile channels. This article discusses teaching students with visual impairment Geometry and it proved the effectiveness of origami technology in learning geometry by visually impaired students in inclusive classrooms. The paper shows the possibility of using the origami technique in the process of solving the problems of school Geometry course for students with vision problem. The requirements to the origami means, based on the characteristics of perception by the students with visual impairment, and adapted to the educational needs of the other students in inclusive classrooms are listed.