Keywords: Special Education. Universal Design for Learning. Teacher Education. Early Childhood Education. Accessible Teaching Materials. Inclusion.

This qualitative research, conducted at a Municipal Early Childhood Education Center (CMEI) in the city of Natal, Rio Grande do Norte, aimed to investigate how continuing education for early childhood teachers, grounded in the principles of Universal Design for Learning (UDL), contributes to the conception and production of accessible teaching materials. The adopted methodology involved the application of a questionnaire and the implementation of a continuing education program conceived as a pedagogical intervention, developed within the CMEI itself through biweekly meetings. Eight training sessions were held, each lasting two hours and involving nine early childhood teachers. The formative process fostered an understanding of the principles and stages involved in producing accessible materials, emphasizing the importance of flexibility and multiple means of representation, engagement, and action/expression. The elaboration of the materials occurred collaboratively, encompassing the identification of needs, participatory design, and prototyping, resulting in the creation of tangible resources such as the Sensory Domino, Tactile Memory Game, Adapted Tic-Tac-Toe, Texture Game, Color Domino, and Geometric Shapes Box. The analysis of these materials highlighted their potential to promote children’s participation and learning. The study reinforces the need to structure lesson plans based on UDL principles to ensure truly inclusive pedagogical planning. The results indicate that teacher training guided by these principles is an essential pathway for consolidating educational practices that embrace diversity, empowering educators to create accessible, equitable, and inclusive learning environments. Furthermore, the research underscores the importance of contextualized continuing education that considers children’s specific accessibility needs.