The inclusion of People with Disabilities (PWD) in virtual environments, particularly in Distance Education (DE), requires ongoing discussion to drive improvements. One of the key strategies for reducing barriers faced by PWD in DE is the adaptation of educational resources to meet accessibility standards. This study aims to analyze the experience of developing accessible educational resources within the work processes of the Open University of Brazilian Unified Health System at the Federal University of Maranhão (UNA-SUS/UFMA). A qualitative study was conducted with teams responsible for course and educational resource development at UNA-SUS/UFMA, comprising Instructional Designers (IDs), Graphic Designers (GDs), and Information Technology (IT) professionals. Two focus groups were organized: one including employees and supervisors, and another with employees only, to enable a more specific analysis of accessibility in work processes. Each focus group included at least two representatives from each field, all with a minimum of six months of experience. The working group was led by a facilitator and supported by three editors responsible for documenting discussions and observations. Participants identified limitations in the production process concerning accessibility, emphasizing the need for specialized consultancy. A significant challenge highlighted was adapting established tools to comply with accessibility standards, primarily due to software limitations. For IDs, creating accessible educational resources remains challenging due to the theoretical and subjective nature of pedagogical work. In contrast, GD and IT teams approached accessibility adaptations more systematically. Integrating accessibility criteria into the pedagogical workflow required software adjustments, leading to a technical reconfiguration, particularly for the GD team, which had to adapt to new programs. Ensuring accessibility for visually impaired users posed a distinct challenge, necessitating an additional planning stage to verify screen reader functionality after layout implementation, given the constraints of production tools. Despite training sessions, both focus groups expressed uncertainty regarding the correct application of accessibility standards, attributing this to the lack of specificity in pedagogical guidelines. IDs reported an increase in tasks required to produce accessible materials. The need to meet accessibility criteria has impacted the production of educational resources, leading to software adaptations and additional process stages, ultimately extending the workflow. Specialized consultancy has proven essential, particularly when consultants have experience integrating accessibility into virtual learning environments. The study also underscored the need for more generic accessibility guidelines applicable across different operating systems, which would facilitate the adaptation of pedagogical work.

Keywords: E-Accessibility, distance education, educational technology.