This article presents the design, implementation, and evaluation of Inclusive IT Design, a service-learning course in which computer science and HCI students from two German universities collaborated with people with diverse disabilities and support needs to develop inclusive or assistive digital technologies. Conducted across two consecutive semesters, the module tasked student teams with co-designing software prototypes that address the real-life needs of people with cognitive, physical, or emotional disabilities. The research draws on end-of-semester surveys and in-depth, semi-structured interviews with both cohorts to analyze course structure, student learning outcomes, and the evolution of the pedagogical approach. Our findings indicate that the combination of iterative, interactive fieldwork, theoretical frameworks, and sustained user participation is associated with increased student empathy, heightened awareness of inclusive design challenges, and the development of practical skills. While many students self-reported significant gains in understanding assistive and inclusive design, genuine co-creation with people with disabilities was often experienced as a challenge rather than a consistently realized outcome. Our results highlight persistent challenges: preparing students for complex real-world user engagement, balancing documentation with practical design, and sustaining project outcomes beyond a single semester. The experience also revealed institutional and organizational barriers that must be addressed for long-term curricular integration. We conclude our article with practical recommendations for educators seeking to embed inclusive, socially grounded design experiences into computing and HCI curricula.