This study investigated the perceptions of a teacher and visually impaired students regarding the use of analog clocks made of MDF with braille as an inclusive educational resource. Grounded in Vygotsky’s Sociocultural Theory, Soler’s Multisensory Didactics, and Wertsch’s Theory of Mediated Action, it analyzes instrumental mediation and its implications for student engagement and motivation. The field research comprised three stages: (i) planning and development of an inclusive educational resource for teaching time using analog clocks; (ii) presentation of the resource to teachers and visually impaired students; and (iii) content analysis of participants' perceptions regarding its use. The results indicate that the resource facilitated learning, enhanced accessibility, and encouraged students’ active participation. Furthermore, it challenges traditional approaches in Inclusive Education and highlights the need to expand the repertoire of inclusive educational resources, contributing to a more equitable education system.