Are There Inclusive Pedagogical Perspectives? Teachers’ Perceptions and UDL Training in Early Childhood Education (Ages 0–3)

The purpose of this study is to explore the different perspectives of teachers at an Early Childhood Education and Care (ECEC) Center (serving ages 0–3) regarding the teaching–learning process, the Universal Design for Learning (UDL), its benefits and the training received. This approach aims to identify the persistent barriers to implementing inclusive pedagogical practices. A qualitative single-case study approach was adopted, utilizing semi-structured interviews as an instrument. The results reveal that teachers adapt to the interests and needs of the classroom by contemplating UDL and its benefits. This framework does not strike them as a novelty introduced by the country’s latest educational regulations, as they were already implementing it to attend to all students. However, they still demand and emphasize the lack of training, despite it being mandated by current legislation, which consequently creates a gap between theory and practice. The study concludes by highlighting the need for continuous and contextualized teacher training in the first cycle of ECEC. Furthermore, reflecting on teachers’ beliefs regarding early childhood learning (0–3 years), understanding UDL principles, and applying inclusive strategies are considered vital for high-quality educational practice.