From today's perspective, the right of persons with disabilities to education is considered as standard in developed countries. Each individual can be considered a unique personality, notwithstanding persons with visual impairment. Based on their uniqueness and individuality, each personality is different with regards to their needs from the perspective of education. For persons with visual impairment, we have to consider the scope of education, opt for adequate approaches, forms, etc. Heftiness of caring for such individual is very high, furthermore the subsequent possibilities for development of such persons with respect to future job possibilities are limited. In the Czech Republic, the issue of education and especially equal approach to education is included within statutory standards. In the Czech Republic, meeting the obligation of practical compliance of legislative changes took place relatively quickly, the issue being supervision, including feedback and whether the established concept, together with the change in curriculum, brought improvement in the quality of training pupils with visual impairment. The main issue is whether pupils with special needs leave primary school with such competencies that correspond to the contents defined in the Framework Educational Programme for Primary Schools. Many years have passed since the concept of educating pupils with special needs was introduced, but no studies identifying the level of readiness in primary education graduates who fall under the category of persons with visual impairment have yet been carried out. Owing to the great scope of the given issue, investigation of given competencies cannot be carried out within a short period of time, we have therefore only focused on certain areas, the results of which we would like to present.