An Online Toolkit for Use in Design for All Education Joy Goodman-Deane, Sam Waller, John Clarkson, Pat Langdon Engineering Design Centre, University of Cambridge Design for All and Inclusive Design are important approaches that help designers to address the challenges and opportunities posed by the ageing population and the social and political demands for equal access by people with disabilities [1]. However, it can be difficult to incorporate them effectively into design courses, in a way that makes a real impact on the students. In our work, we have found some ways to increase this effectiveness. In particular, we have found that design students respond well to projects where the context and relevance are clearly defined. This is particularly important in inclusive design, where students sometimes struggle to relate to the needs of people who are different from themselves. In addition, design education is greatly enhanced by the use of practical resources, that help students to apply inclusive design principles in design projects. Together with BT, we have therefore produced an online inclusive design toolkit that builds on these aspects (www.inclusivedesigntoolkit.com). Its first sections clearly define and motivate inclusive design, providing illustrative case studies to indicate that inclusive design not only includes more people, but also generates better overall designs. Later sections provide a description of an inclusive design process, which students can use to structure their projects. This starts with discovering an understanding of the real user and business needs, and works through to the specification of requirements and development of concepts. As a design student who used the toolkit explained, “we were able to incorporate a wide range of tools and information into design process, particularly as the toolkit helped structure our work and so allowed this to progress more quickly”. This framework is supported by a variety of practical resources, such as:  A family of personas. Unlike personas as normally used, these were not created for a particular design project but rather for inclusive design awareness-raising and training. As such, they were designed to cover a wide range of people, with different wants, needs, social contexts and capability levels. We have found this to be effective in personalising the issue of inclusive design and in helping students to consider a wide range of users. “Using the personas provided on the website were very helpful when thinking about trying to design the largest feasible market as it had personas in all extremes” - Northumbria University design student Fig 1. Use of a persona by a student to provide design direction for a set of digital radios. A similar diagram was produced for each of the family of personas.