Abstract : Since 2005, France recognizes the right of children with disabilities to attend their neighborhood mainstram school schools. This research, conducted from 2014 to 2017, focuses on the school experiences of visually impaired and blind children in France, in order to understand the impacts of this legal evolution. More specifically, it seeks to understand how student well-being is defined in this context, both by students and by health, care, social and educational workers; the resources negotiated and mobilized by students to improve their schooling conditions; and to propose ways in which assistive educational technologies can be designed and used in inclusive schooling. To achieve this, it explores how the sensory turn can help to design inclusive technical and didactic devices.