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An ethics project is described that challenged students to collaborate with disability rights authorities to co-write a code of ethics for a Center of Independent Living. Experiential and reflective assignments analyzed how the construction of knowledge and language is never value-neutral, and people with disabilities need to have a voice in decisions that affect their lives. Insights from the project suggest considerations for teaching students to construct ethical knowledge that is empathetic and respectful to the culture for which a code of ethics will be applied, in this case, the experience of disability from a social model perspective.