In recent years, Colombia has worked on the educational inclusion of people with disabilities. An example of this is the Inclusive Education Program proposed by the Ministry of Education. However, within the educational practice it can be seen that these efforts are not yet enough to foster inclusion. For this reason, our goal is to contribute to the research field of inclusion through the evaluation of a didactic material that seeks to develop both comprehension and oral production skills within an inclusive classroom. This research is qualitative and descriptive. The methodological route taken by this investigation is proposed by Rod Ellis (1997) and Bryan Tomlinson (2003). This route is divided into three evaluative phases: evaluation before, during and after its use. Data were collected using a field diary, focus groups, usability tests, evaluation tables and exams prior to and after the use of the material. The triangulation of the data obtained evidenced the strengths and weaknesses of the material. Finally, it was concluded that the material develops the skills and fosters inclusion, even though it needs further improvement regarding its physical characteristics, duration of the audios and extension of the stories.