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This Class Isn't Designed For Me: Recognizing Ableist Trends In Design Education, And Redesigning For An Inclusive And Sustainable Future

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Sourojit Ghosh, Sarah Coppola

Computers and Society · Submitted 19 Feb 2024

abstract compiled · 2026-09-23 · no language-model review

The authors' main claim Traditional and currently-prevalent pedagogies of design perpetuate ableist and exclusionary notions of what it means to be a designer.

how it is stated · asserted 1.00 read the record →

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arXiv ID2403.15402 (version 1)
Pith ID2IXIX2QW, Pith's permanent record of this paper and its review
CitationSarah Coppola, Sourojit Ghosh. "This Class Isn't Designed For Me: Recognizing Ableist Trends In Design Education, And Redesigning For An Inclusive And Sustainable Future." arXiv:2403.15402 (2024). https://pith.science/paper/2IXIX2QW
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The compiled record

The paper's own sentences, arranged. Each label is drawn from a closed vocabulary; the number beside it is the probability the classifier gave that label. Numbers in the tables are the authors', checked by code. No sentence in this record was written by a model.

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Compiled by classifier-1.13.0 via TypeSafe API, question bank abstract-p1-20260923, 2026-09-23: 1 request, 3,695 input tokens.

What the abstract itself states, as probabilities: claims first 0.03 · states limitation 0.12 · human participants 0.76 · controlled comparison 0.03 · randomized assignment 0.01 · states quantitative result 0.37 · compares with prior results 0.07 · mentions code or data availability 0.02.

The abstract, sentence by sentence

arXiv listing abstract v1. Results and the main claim are underlined; .

Traditional and currently-prevalent pedagogies of design perpetuate ableist and exclusionary notions of what it means to be a designer. In this paper, we trace such historically exclusionary norms of design education, and highlight modern-day instances from our own experiences as design educators in such epistemologies. Towards imagining a more inclusive and sustainable future of design education, we present three case studies from our own experience as design educators in redesigning course experiences for blind and low-vision (BLV), deaf and hard-of-hearing (DHH) students, and students with other disabilities. In documenting successful and unsuccessful practices, we imagine what a pedagogy of care in design education would look like.

background contribution method result interpretation main claim

What the classifier reports for each sentence. The number is the probability it gave the label.
#sentencerolethe authors' own workstates the main conclusionstrength
s0 Traditional and currently-prevalent pedagogies of design perpetuate ableist and exclusionary notions of what it means to be a designer. background 1.00 0.12 0.46 asserted 1.00
s1 In this paper, we trace such historically exclusionary norms of design education, and highlight modern-day instances from our own experiences as design educators in such epistemologies. contribution 0.85 0.81 0.05 asserted 0.92
s2 Towards imagining a more inclusive and sustainable future of design education, we present three case studies from our own experience as design educators in redesigning course experiences for blind and low-vision (BLV), deaf and hard-of-hearing (DHH) students, and students with other disabilities. contribution 0.91 0.92 0.12 asserted 0.89
s3 In documenting successful and unsuccessful practices, we imagine what a pedagogy of care in design education would look like. interpretation 0.47 0.60 0.27 speculative 0.84

What kind of paper the classifier reports this is: position or commentary 0.81 · evidence from observation or experiment 0.76.

What was examined, and what was not

sources read
  • arXiv listing abstract v1
not examined
  • full text
  • figures and tables
  • references and citing sentences
  • relations to other papers
levels run
  • P abstract
not run
  • S sections
  • T body sentences
  • C citations
  • R cross-paper relations

Every quoted sentence on this record is the authors'. Every label is from Pith's closed vocabulary, with the probability shown beside it. Every number in the measurements table is the authors', checked by code. Record as JSON

The paper
Original abstract

Traditional and currently-prevalent pedagogies of design perpetuate ableist and exclusionary notions of what it means to be a designer. In this paper, we trace such historically exclusionary norms of design education, and highlight modern-day instances from our own experiences as design educators in such epistemologies. Towards imagining a more inclusive and sustainable future of design education, we present three case studies from our own experience as design educators in redesigning course experiences for blind and low-vision (BLV), deaf and hard-of-hearing (DHH) students, and students with other disabilities. In documenting successful and unsuccessful practices, we imagine what a pedagogy of care in design education would look like.

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