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The meaningful increase in Special Educational Needs in school contexts has provided to underlining the importance of accessibility in teachinglearning processes. Especially, the typical difficulties of ADHD can constitute important barriers to educational accessibility and become a challenging event that introduces training needs for teachers. The paper describes the first results of a collaborative action-research project carried out with a group of teachers and interpreted from a from a transformative perspective. The collected data, in addition to highlighting the relationship between meanings and teaching action, reveal the value of reflective practices to promote teachers’ awareness of their role as mediators of educational accessibility. [ABSTRACT FROM AUTHOR]