Disabled people live at the intersection of multiple identities that shape their access needs and technology experiences. Designing equitable systems requires preparing future technologists to critically engage with how technologies interact with systems of oppression. We approached a quarter-long capstone course with one central question: Do the processes and expectations of engineering education (in the context of an accessibility capstone) adequately incorporate multiple intersectional perspectives? By using this as a guiding pedagogical framework, we uncovered gaps in standard processes and requirements and developed practical solutions for addressing them. We outline the theoretical foundations informing the course, its structure and implementation, and reflect on the tensions that emerged throughout the course. We offer considerations for educators seeking to meaningfully integrate intersectional accessibility into computing education.

Aaleyah Lewis, Stacy Hsueh, Jennifer Mankoff Integrating Intersectional Frameworks Into an Accessibility Capstone.RESPECT 2026: 244-254 (html)