The long-held global agenda for inclusive education often ignored indigenous knowledge, local assets, and cultural-historical context. As a result, those top-down policies become either fruitless or oppressive. They are not sustained and may result in unintended or negative outcomes. In Brazil, student profile at the specialized schools designed for specific disability categories is rapidly changing with a growing number of students with intellectual and developmental disabilities. This change requires the implementation of collaborative work in which local practitioners can engage in collective knowledge-production and problem-solving in response to their concrete local needs vis-a-vis a new activity. This study presents a formative intervention study, Learning Lab, conducted to design a new system at a specialized school for blind and visually impaired students to answer to local changes. Fourteen teachers from different grade levels engaged in nine meetings with the final goal of producing a new system of inclusive education for students with intellectual and developmental disabilities during the COVID-19 Pandemic. The process informed by the theory of expansive learning organized tasks that channeled critical dialogue, expansive learning, and collective agency to design the future of their school for inclusive education. Contradictions were a driving force and catalyst for expansive learning that resulted in the re-mediation of the activity. Teachers produced collective knowledge from which they re-mediated the meaning of inclusive education, their practices, and professional identities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]