Kindergartens are where children with disabilities start school, which opens up the possibility of discussing inclusion and the right to education for all children. In this scenario, it is essential for regular classroom teachers to understand the perspective of inclusive special education, so that their pedagogical work can contribute to the all-round development of these children. Several recent studies have pointed to the continuing training of teachers in early childhood education as an important factor in the implementation of this inclusion policy and the development of pedagogical work to promote inclusive special education. The aim of this study is to analyze the relationship between policies and the practice of continuing education in nurseries, from the perspective of inclusive special education. The theoretical perspective adopted was Stephen J. Ball's policy cycle approach. The study proposes an analysis of the contexts of influence and text production in the relationship between policies and the practice of continuing education in nurseries, from the perspective of inclusive special education, through data collection, with semi-structured interviews for managers responsible for continuing education in early childhood education in nurseries and focus groups for regular classroom teachers in nurseries. It is intended that the results of this study can contribute to improving the municipality's continuing education policy from the perspective of inclusive special education, which is the relevance of this social research