ABSTRACT: Educating for the future requires collaboration among professionals and people with impairments. This article discusses the knowledge-sharing project Design for Care, made up of interdisciplinary and international teams and based around dominant models of ability and (dis)ability studies. Design thinking served as a structured methodology throughout the workshop, which teaches skills such as team building, empathizing, defining, ideating, prototyping and testing that are essential as both analogue and digital means. In this case study, university students cooperated with each other to learn from children with severe impairments and their caregivers to increase the shared competence of embodied knowledge, which can then be applied to specific professional challenges. Secondary school design, industrial and social design university students are all relatively young when they begin their education, and educators need to engage them carefully with topics that might not mirror their own needs or expectations.

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The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term ‘art education’ should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.