The present research highlights the transcendental importance of orientation and mobility skills to improve the levels of self-validity of visually impaired people. The research is immersed in the analysis of this specific problem in the “José Martí” Basic Secondary School in the city of Santa Clara. To understand and approach this topic, an exhaustive review of the pertinent theoretical references is carried out. Using methods such as documentary analysis, in-depth interviews, participant observation, and triangulation of data in real situations, the development of orientation and mobility skills of a blind adolescent girl in 9th grade is investigated. Based on the fundamental findings obtained, a group educational project based on project-based teaching (PBE) is proposed, whose principles and characteristics are adapted to the situation identified in the school. Subsequently, the project is evaluated by a group of specialists with proven experience, who provide fundamental criteria on the quality and relevance of its future implementation. This evaluation process ensures that the educational proposal meets quality standards and has a significant impact on the school context.  Through this research, we seek to generate positive changes in the formation and development of orientation and mobility skills of students with visual impairment, promoting their full inclusion in the educational and social environment.