Advice for 21st-Century Designers

Interview with Katy Deacon, BEng (Hons), MSc, MIET, Royal Academy of Engineering Visiting Professor | Disability Power 100 Influencer

On this Global Accessibility Awareness Day (GAAD), when we get everyone talking, thinking and learning about digital access and inclusion, my challenge to the industry is simple: Don’t just design for us—design with us.

Twelve years ago, my life changed when I began using a wheelchair due to Multiple Sclerosis. This transition shifted my perspective from an engineer who understood the theory of accessibility to one who experiences the physical reality of the built environment every day.

My wheelchair has become a vital tool for my work; it allows me to identify where design succeeds and where it fails to consider the human element. It has shown me that when we, as engineers and UX designers, commit to building physical and digital spaces for everyone, we aren’t just helping a minority—we are creating a world that works better, safer, and more efficiently for all. This insight is what drives my mission to ensure that engineering truly changes the world for the better.

My Education and Early Career

My journey in engineering began with a fascination for how things work. After completing my A-levels at Greenhead College, I joined the British Airways Professional Engineering Programme as an avionics graduate apprentice. This hands-on foundation allowed me to earn an HND in Aeronautical Engineering from Perth College and a BEng (Hons) in Air Transport Engineering from City University, London.

Later in my career, I transitioned my focus toward sustainability, earning an MSc in Renewable Energy, Low Carbon Buildings, and Electrical Building Services Design from Loughborough University, as well as a postgraduate degree in Information Governance and Assurance from Aberystwyth University.

My professional life started in aircraft maintenance at British Airways, but following the industry downturn after 9/11, I moved into the public sector with Kirklees Council. I progressed from an assistant to a senior electrical engineer, focusing on renewable energy and energy conservation for schools. This phase of my career was defined by technical problem-solving, eventually leading me to serve as the Council’s Information Governance Manager and Data Protection Officer.

My Current Role: Shaping the Next Generation

I currently serve as a Royal Academy of Engineering Visiting Professor at both the University of Huddersfield and Aston University.

In these roles, I specialize in Inclusive Engineering Design. I work closely with staff and students to embed inclusivity directly into the engineering curriculum. My goal is to ensure that future engineers don’t just see accessibility as a “bolt-on” or a legal obligation, but as a fundamental requirement for good design. I am also proud to serve as Vice President of the Institution of Engineering and Technology (IET) and Chair of the EDI Board, where I work to change the industry from the top down.

Outside of teaching, I am working to develop a groundbreaking Inclusive Engineering Framework alongside a range of other specialists and university professionals. This framework will help the entire industry understand why it is so vital to design for everyone, ensuring that inclusion and accessibility are core requirements of any project from the start, rather than an afterthought.

Student Stories: Seeing the “Click”

• The Initial Response: When I start working with students at the beginning of their first year, I focus on opening their eyes to the reality of the world, from my wheelchair perspective. Initially, many see “accessibility” as a checklist or a set of building regs. Through their undergraduate years, I help them understand that disabled people—who represent 24% of the UK population—must be active participants in every stage of the design process.
• The Transformation: It is incredibly rewarding to watch students mature. A great example was the Inclusive Additive Manufacturing Competition (a collaboration between Huddersfield, Aston, and Imperial College). I watched students move from basic concepts to delivering professional, passionate narratives for prototypes designed for real-world accessibility. They began to see that they aren’t just building products; they are solving life-altering challenges through universal design and empathy.

Advice for 21st-Century Designers

My core message to students is that designing for inclusion is designing for everyone. I really do encourage them to bridge the gap between technical minds and the lived experience of those they are designing for. I push students to design with empathy and to seek direct feedback from disabled individuals rather than relying solely on theory.

When it comes to legal frameworks, I push students to look beyond minimum regulations. These standards are the absolute baseline, and we should always be striving to design better. Designing for inclusion is, ultimately, designing for dignity.