This past January, we traveled to Mérida, Yucatán, Mexico as part of the D-Lab: Development course. Our goal was to develop electronic communication devices for students with autism, cerebral palsy, and other disabilities. Over three weeks, we built multiple prototypes and made three visits to the Multiple Care Center 6 (CAM 6) in Campeche to test and refine our designs. Since the students at CAM 6 vary widely in age and ability, we focused on making our devices adaptable and customizable to meet each learner’s unique needs.
Project context
For the past three years, MIT D-Lab has partnered with the Perkins School for the Blind in Watertown, Massachusetts. This institution is dedicated to enhancing educational opportunities for students with disabilities. On their Watertown campus, they operate an Adaptive Design Center (ADC), which constructs low-cost devices to make daily activities more accessible for their students. Additionally, through Perkins International, they've expanded their educational model internationally. This includes a project in Mexico, where they've partnered with the Yucatán local government to open an ADC.
During the fall semester, discussions with our collaborators in Yucatán shed light on the state of assistive technology at CAM 6. For instance, we learned that teachers had been building customized communication boards in their classrooms, in order to assist students with motor disabilities of the lips and tongue. Conversations with our partners at the Adaptive Design Center (CDA) and the Autonomous University of Yucatán (UADY) further deepened our understanding of the most prevalent disabilities among the children we would be working with.
We decided to build an electronic communication board that combined sound-based learning, tactile interaction, and a simple screen interface. Our goal was to design a durable, customizable, and affordable device—something teachers could easily customize and integrate into their classrooms. We also wanted to familiarize students with screen-based technology so they would be able to comfortably use phones and tablets in the future.
Designing the communication tablet
We began the ideation process during the fall semester, when we explored different possibilities for the user interface and identified potential components we could use. We wanted to build a device that students with varying levels of motor control, visual impairments, and cognitive abilities could use. After considering multiple possibilities, we settled on a simple two-button system with color images and pre-recorded vocabulary, thus combining both auditory and visual learning. This design stood out for its ease of use, affordability, and flexibility to adapt based on teacher feedback.
During winter break, we gathered the necessary components in preparation for our trip. Over the three weeks in Mexico, we continuously refined our prototypes, incorporating feedback gathered during fieldwork to improve functionality and accessibility.
Testing and iteration
In January, our team visited CAM 6 in Campeche three times to test the communication tablet with students and teachers. Each visit gave us valuable insights into which aspects of the device worked well, and which didn’t.
During our first visit to CAM 6, we presented the initial prototypes to teachers and observed students' needs firsthand. We ran a workshop and provided an open forum for teachers to input suggestions and design considerations, and we surveyed teachers about the categories of vocabulary that they deemed the most important.
During our second visit, we brought our first working prototype and watched how students interacted with it. Teachers observed their students using the board, and they suggested simplifying the interface for students who would benefit from two buttons instead of three. Educators also stressed the importance of using realistic images to help students express emotions.
On our last visit, we introduced the updated device after integrating feedback. Teachers received hands-on training to help them integrate the tablet into their lessons, adapt it to their students’ needs and give simple maintenance. The final version featured easily customizable vocabulary categories, a website for teachers to use, and functional audio output. After this, we turned in our final prototypes!
Reflections
As we look ahead, we aim to refine the communication tablet and expand its use to additional educational centers across Mexico. One of our key priorities is cost reduction, which we plan to achieve by optimizing hardware components and simplifying the design. With additional funding, we would have explored using a plastic casing to enhance durability—an upgrade we hope future iterations of this project will incorporate. We also identified the need for adjustable screen angles to better accommodate students of different heights and physical abilities, making the device even more adaptable to a variety of learning environments.
During our visits to CAM 6, teachers remarked that the communication boards encouraged students to engage with the material and refine their motor control. By co-designing with educators and observing the needs of each student, we created a device that was both functional and accessible. As such, we are deeply grateful to the Perkins team, MIT faculty, UADY students, and the educators at CAM 6 for their invaluable insights, feedback, and support. Their expertise made this project possible. Our shared experience reinforced a key lesson: that the most effective solutions come from listening first.
About the authors
This post was a collaboration by students from the MIT D-Lab: Development course:
- Kristel Acuña García, MIT Class of 2027, pursuing a bachelor's degree in Mechanical Engineering.
- Carolina Moura Valle Costa, MIT Class of 2026, pursuing a bachelor's degree in Computer Science and Engineering, and Mathematics.
- Nicole Lipschitz, MIT Class of 2027, pursuing a bachelor's degree in Computer Science and Engineering, and Mathematics.
- Shreya Singar, Wellesley Class of 2027, pursuing a bachelor's degree in Mathematics and Neuroscience.
- Elena Su, MIT Class of 2025, pursuing a bachelor's degree in Electrical Engineering and Computer Science.
More information
MIT D-Lab class: D-Lab: Development
How MIT D-Lab and Perkins empower kids through inclusive design - Perkins, March 2024
MIT D-Lab students collaborate with adaptive design center in Mexico - MIT News, April 2023
Contact
Libby Hsu, MIT D-Lab Associate Director of Academics