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In Brazil, many D/deaf persons use the country's official sign language, Libras, to communicate and develop a sociocultural identity. For most Libras users, learning how to read and write in Portuguese, the country's official written language, is a challenge. To address the problem, we present a framework for codesigning accessible technologies for and with D/deaf persons. In this paper, we describe and analyze the case study of an environment to support the teaching–learning process of written Portuguese as a second language. Our main contribution is the documented experiences of codesigning with D/deaf and hearing participants, through individual and collaborative work, which increased confidence and creativity and enhanced empathy through sharing own experiences. Various types of participants were included through the entire framework process, and important values were reinforced, such as ownership and self-determination. [ABSTRACT FROM AUTHOR]