This paper argues the case for a more strategic approach to inclusive design education, and discusses the value and relevance of the methods, examples and processes used in design, particularly to promote inclusive design, when applied across a wider range of disciplines than exclusively design. One challenge facing design educationalists is how to introduce and deliver a coherent ‘inclusive’ design curriculum based on the growing body of exemplars, guidelines, recommendations and increasingly available resources. The author compares and evaluates the relative successes of teaching two different types of audience, one design-related, the other non-design, through case studies.