Educators and researchers in the learning sciences have begun to experiment with co-design as a strategy for engaging and respecting the lived experiences of learners and supporting the construction of collaborative knowledge in classrooms. In this Participatory Action Research study seven student co-designers and a researcher-designer-educator used a co-design approach to create inclusive materials and processes for a college course in a social justice-focused human and community services program. This paper describes their work to generate an inclusive co-design process model and illustrates the ways in which a co-design approach supported the construction of inclusive materials and processes for use in their learning environments.