Graphic design reflects and creates culture. As a result, the growing need for inclusion and accessibility in all aspects of life in Ontario will drive how public communications will be designed and delivered. In order to foster this culture change to a more inclusive approach in the communications industry, there is a need for the pedagogies of design education to adapt and meet this future need. Design educators and the future designers they are training will need to be knowledgeable in inclusive design and the technical skills required to create accessible communications. Taking into consideration the AODA (Accessibility for Ontarians with Disabilities Act) and the program standards of Ontario college diploma programs for graphic design that are vague in their program outcomes related to accessibility and inclusion, design education can benefit from discipline specific resources to support faculty in enhancing their curriculums with accessibility and inclusive design learning outcomes. Faculty and students were surveyed to understand the current state of design education related to these topics and to identify where gaps may exist. The results from the surveys indicated that while many students and faculty have positive attitudes towards teaching and learning about accessibility and inclusion, more support was needed in terms of resources that related specifically to graphic design pedagogy and its project based learning. Many faculty identified the need for example assessments, real-world examples and curated resources to support the development of learning materials that include aspects of accessibility and inclusion which led to the development of a Faculty Guide to support design educators in Ontario colleges.