This research was developed within the scope of the Postgraduate Program in Inclusive Education of the Professional Master's Degree in Inclusive Education at the Federal University of Amapá, Macapá, entitled “The use of low-technology assistive resources in teaching children with ASD: reframing practices pedagogical activities in a daycare center in the city of Macapá-AP”. This is a qualitative research of an applied nature that started with the focus question: How can the applicability of a pedagogical workshop contribute to the continued training of teachers in early childhood education by integrating AAC into inclusive practices for children with ASD? Based on the factual reality of teachers who are the target audience for the investigation, on observations and pedagogical practices, as well as on the recognition of gaps in teacher training in the area of special education from an inclusive perspective. Thus, as a general objective, continued training was proposed through a pedagogical workshop for teachers and pedagogical coordination integrating Augmentative Alternative Communication-AAC and specificities of children with ASD. For data collection, bibliographical research procedures and the use of two questionnaires were carried out. The first instrument was used to focus on the diagnosis of the investigation and the second on the evaluation of the training proposal that used the Likert scale as a parameter. After collection, the database was analyzed using the Jamovi program, version 2.3, which were described in percentages and in table format. In this way, the pedagogical workshop “The Use of Low Assistive Technology Resources in Teaching Children with ASD” was carried out as an educational product, with the objectives of applying the methodology of the pedagogical workshop, in order to enable the continued training of teachers based on the theory and practice of producing Augmentative Alternative Communication resources in the children's context as an alternative to re-signify educational practices, validation of the proposal and finally, the creation of a second educational product which is the training bulletin available digitally and in print to support the work teacher with strategies for the inclusion of children with ASD. The product's field of application was a municipal daycare center, located in the urban area of the capital Macapá, Amapá. In view of the above, considering the results of the research, the application of the educational product to teachers and pedagogical coordination was relevant, as the participants demonstrated an interest in delving deeper into the topic and at the same time gave new meaning to their practices as well as improving their potential and skills in doing so. pedagogical.