Fifteenth International Conference on Health, Wellness & Society

Abstract

This paper explores inclusive practice through the lens of the V&A’s current Inclusive Design Residency, focusing on work developed in collaboration with the museum’s Schools team. Rooted in a person-centred ethos, the residency aims to engage the lived experiences and creative input of both the resident designer and participating school communities, centring their voices within co-design processes.It examines how inclusive practice is not a fixed goal but a responsive, evolving process. Drawing on case studies from the residency, we reflect on how working collaboratively across teams, with residents, and with school audiences has shaped our thinking around inclusion, accessibility, and participation. We’ll discuss practical and conceptual tensions between process and outcome, interrogating how person-centred approaches influence both the design journey and its outputs. By sharing key moments, challenges, and successes, we aim to illuminate the contextual and operational realities of embedding inclusive methodologies within museum learning and engagement programmes. Our reflections offer insights into the importance of flexibility, listening, and critical self-reflection in sustaining inclusive practice. We conclude with practical takeaways and recommendations for museum professionals interested in advancing inclusive practice through residencies and co-design initiatives, proposing pathways for more equitable and meaningful engagement with diverse audiences.