This study focuses on deepening the understanding of the challenges and existing solutions related to interactions with non-textual representations in the educational context for visually impaired students and their teachers. We present a user-centered design approach that contributes to the development of more effective interactions for teaching and learning non-textual representations. To achieve this, an exploratory study was conducted using quantitative and qualitative techniques, including questionnaires, observations, and interviews with VI students and their respective teachers. Statistical results indicated that, from the teachers’ perspective, one of the main barriers was the lack of public policies, while for VI students, the primary difficulty was related to the complexity of non-textual representations. Observations highlighted how initial interactions occurred with the adapted materials used in teaching a specific type of non-textual representation, revealing differences in collaboration between totally blind students and those with low vision, as well as challenges faced by teachers in adapting these materials. The thematic analysis of interviews identified four main themes: 1. the resources used: tactile and digital; 2. the teaching strategies applied: collaborative learning, constructivism, compartmentalization and summarization; 3. the main challenges faced: technological limitations, material adaptation and inaccessible environments; and 4. the main proposed ideas: AI-generated descriptions, interactive tactile materials, a highly collaborative platform and an interactive virtual assistant. This research aims to contribute to the advancement of assistive technologies related to non-textual representations by identifying key strategies to promote accessibility and overcome challenges. Furthermore, the study may serve as inspiration for developing more inclusive design solutions tailored to the needs of the target audience.