Meaning Making: Beyond the conventions of inclusive design documents Part 1 Dissertation 2025 Angela Cheung University of Brighton | UK This visual essay is neither a guide nor a prescriptive how-to. It began with a simple frustration: I couldn't readily understand a document that was supposed to include people like me. PAS 6463:2022 Design for the Mind, felt confusing, overwhelming and emotionally inaccessible. This raised a wider question: if inclusion isn't communicated in ways that speak to the minds it's meant to serve, can we truly call it inclusive? Rooted in lived experience, the project explores how inclusive design is communicated, not only through standards, but through the spatial language of the built environment. It examines how tone, structure, and sensory assumptions can unintentionally marginalise neurodivergent users and others with diverse cognitive needs.The core contribution of this work is the development of the Triadic Inclusion Framework, a new approach that aligns intention, interpretation and experience to rethink inclusion beyond compliance or physical access. Combining reflective storytelling, layered visual analysis and design critique, the essay positions design communication as a site of cultural power, one that shapes who feels seen, safe, and understood. It introduces new language and principles for policy, practice, and pedagogy, re-framing inclusion as something that must be felt and understood, not simply defined or legislated. Tutor(s) Katy Beinart