2025 ASEE Annual Conference & Exposition

Inclusive Design for Intellectual Disabilities: Bridging the Gaps in Engineering and Empowering Future Engineers

Presented at Multidisciplinary Engineering Division (MULTI) Technical Session 1

The underrepresentation of individuals with intellectual disabilities in engineering design reveals critical gaps in both education and practice. Addressing these disparities, this study introduces the INCLUDE Framework (Innovation, Needs-driven design, Collaboration, Learning through Empathy, User-centered solutions, and Diversity-driven Education), a transformative educational model that integrates multidisciplinary collaboration, empathy-driven learning, and innovative assessment tools. Through immersive, real-world learning experiences and interdisciplinary team projects, the framework empowers future engineers to create inclusive, user-centered solutions that address cognitive and social challenges often overlooked in traditional curricula.

Implemented across multiple undergraduate and graduate-level engineering courses, the INCLUDE Framework demonstrated measurable gains in empathy development, multidisciplinary collaboration, and inclusive design competencies. Students reported significant improvements in user-centered design skills, while project outcomes achieved high usability and satisfaction ratings among end users and disability advocates. Data analysis revealed strong correlations between empathy, collaboration, and project success, highlighting the critical role of holistic assessment strategies.

This study underscores the importance of embedding inclusivity into engineering education to prepare socially responsible engineers capable of addressing diverse societal needs. The findings offer a scalable model for curricular integration, advancing equity and accessibility in engineering through inclusive design practices.

Authors

Dr. Douglas Yung http://orcid.org/0000-0002-2005-9478 Syracuse University [biography]

Dr. Douglas Yung is an Associate Teaching Professor and Program Director in the bioengineering undergraduate program at Syracuse University, where he has made a significant impact through his teaching, research, and community outreach efforts. With a research focus on interfacing microbes with engineering tools at the micro- and nano-scale, Dr. Yung is exploring methods to rapidly assess the viability of superbugs and harness energy from extremophiles using advanced electrochemical, optical, and MEMS devices.
A champion of diversity and equity in engineering education, Dr. Yung has designed innovative curricula that integrate project-based learning, hands-on activities, and peer collaboration. He is a strong advocate for incorporating disability perspectives in biomedical engineering, aiming to train a generation of engineers who are equipped to tackle accessibility challenges in healthcare technology.
Dr. Yung’s commitment to STEM outreach is evidenced by his extensive work with underrepresented K-12 students in Central New York. Through various programs, including those at La Casita Cultural Center and local schools, he has fostered a love for science and engineering in young minds, providing over 300 hours of instruction. His dedication to equitable education extends to developing initiatives that engage students from all backgrounds, and his efforts have earned him the Chancellor’s Excellence in Citation Award at Syracuse University.
In addition to his academic duties, Dr. Yung is an active leader in promoting humanitarian engineering, emphasizing the importance of socially inclusive and sustainable engineering solutions in his teaching. He has collaborated on various projects aimed at addressing the needs of marginalized communities and has led numerous outreach activities to expose high school students to biomedical engineering.
Dr. Yung's contributions to education and outreach have been widely recognized, including receiving the College Educator of the Year Award (2022) and STEM Outreach Award (2024) by the Technology Alliance of Central New York.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

« View session