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This article aims to understand how coordinators of Unités Localisées pour L’inclusion Scolaire (or ULIS, a plan of action which enables autistic and disabled children to be schooled in ordinary schools), specific to “Autism Spectrum Disorders”, manage to transform themselves to provide the best possible education for students with autism. To do this, teachers acquire or transform patterns and perspectives of meaning (Mezirow, 1991) from dilemmas. Our study, using semi-directive interviews and data processing through the methodology of grounded theory, uncovers the transformation of their patterns and perspectives of meaning.