The article exposes the process of design and implementation of a training program for teachers that teach people with Visual Functional Diversity (VFD), taking into account their needs both in training and in the provision of resources in Nicaragua. To verify the effectiveness of the program, a quasi-experimental design was carried out with a non-equivalent pretest and posttest control group. The experimental group received training while the control group did not receive training. The evaluation of the results obtained after the application of the program was carried out through two instruments: an efficacy questionnaire and a satisfaction questionnaire. The results showed significant differences between the experimental and control group after the application of the program (Z = −4,383; p = 0.000) in favor of the experimental group. It is confirmed that the program is effective in training teachers on inclusive education for the visually impaired as the teachers who took part in the training program significantly increased their knowledge in that issue.

本文介绍了为具有视觉功能多样性 (VFD) 的人进行教学的教师培训计划的设计和实施过程，同时考虑到了他们在尼加拉瓜的培训和资源提供方面的需求。为了验证该程序的有效性，对非等效的前测和后测对照组进行了准实验设计。实验组接受培训，对照组不接受培训。对应用程序后获得的结果的评估通过两种工具进行：功效问卷和满意度问卷。结果显示，应用该程序后，实验组和对照组之间存在显着差异（Z = -4,383；p = 0.000），有利于实验组。