Unified Modelling Language (UML) diagrams are commonly used in Systems Analysis and Design (SAaD) courses to communicate complex ideas, designs, and processes. While tools exist that permit blind and visually impaired users to work with UML diagrams, many fall short in enabling these users to independently create and edit diagrams. This, in turn, limits the extent to which blind users can work in teams and participate in peer-feedback activities that use visual diagrams. Adapting visual diagramming activities to be accessible and inclusive benefits not only blind users but sighted users, as well. Being inclusive leads to more diverse perspectives and ideas, which is invaluable to the creative process of iterative design. In this experience report we describe how a SAaD course was adapted, using off-the-shelf tools, to be accessible to a student who uses a screen reader. In addition, the adaptation was done in an inclusive manner that enabled all students to equally participate in all team and peer-feedback diagramming activities. We report the successes and challenges of this experience from the perspective of the instructor, the blind student, and their sighted teammates.