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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]

Inclusive Education represents a significant change in all educational settings, but particularly in the world of schooling. The importance of the school’s role in building a sense of belonging to a peer group and friendship network is central to students' Well-being. This paper aims to establish whether the use of digital technologies is accompanied by design that is capable of supporting collaborative learning as a basis for social inclusion. The research investigates the projects carried out in the ICT training of the specialization course for teaching support activities’teachers for students with disabilities at the University of Trieste in the years 2020/2021 and 2021/2022 through an analysis tool based on the DigCompEdu indicators. [ABSTRACT FROM AUTHOR]