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For the first time, individuals supported by Achieva were invited to critique assistive technology tools specifically designed for them - and the experience was inspiring.

The event took place at Carnegie Mellon University’s Hunt Library, where the group was warmly welcomed by Assistant Teaching Professor Robert “Zach” Zacharias and his students. The atmosphere was buzzing with energy and anticipation as students introduced their designs and sought feedback from the very people who inspired them.

This collaboration is part of CMU’s course “Introduction to Physical Computing,” a hands-on, project-based class in which students learn to design small, programmable devices. In the latter half of the course, student teams are paired with individuals with disabilities to co-create assistive technologies that address real-life challenges. The goal isn’t to create polished, long-term solutions, but to explore meaningful ideas through rapid prototyping and collaborative design.

What makes this collaboration remarkable is that it’s not just about the devices - it’s about the process. Students learned to design with empathy, adapt to feedback, and build real connections with the people they were designing for. Meanwhile, the individuals supported by Achieva were empowered as co-creators, offering ideas, critiques, and inspiration throughout.

The student teams were respectful and attentive, always taking their cues from those they were working with. This wasn’t a typical classroom project - it was a creative exchange built on trust and mutual respect. And while the devices are still in prototype form, the insights gained are anything but unfinished.

This partnership exemplifies how academic learning can transcend textbooks and classrooms. It shows what’s possible when young minds are challenged not just to build - but to listen, understand, and collaborate. Everyone involved - students, staff, and the housemates - left feeling excited for what comes next, including the final critique where these projects will be presented in their completed forms.

This experience is a reminder that true innovation isn’t just technical - it’s human. And when students and people with disabilities work together to solve problems creatively, everyone learns, everyone grows, and everyone is seen.

Each participant reflected the student teams’ deep engagement and thoughtful design choices, shaped by weeks of interactions with their partners from Achieva.

One student team, working with Lindsey, developed a device that prints personalized appreciation messages for the people who support her. The idea stemmed not from Lindsey herself, but from her student team, who saw how much she focused on helping others and wanted to create something that reflected her own value.

Charmaine’s team designed a plush teddy bear embedded with technology that plays gentle voice reminders to complete tasks. When a task is completed, the bear offers positive reinforcement like, “Great Job!” The students are exploring features like Velcro straps so the bear can be easily attached to her walker - making it both functional and comforting.

Cathy’s group created a unique flower-themed task tracker. Each petal added to the flower represents a task she’s completed, giving her a vibrant, visual reminder of her progress. It’s particularly helpful for moments when her routine is disrupted, and seeing Cathy’s engagement and excitement with the concept was one of the day’s highlights.

Maura’s student team developed a proximity sensor system for her wheelchair. When she approaches too closely to an object or person, a sound - like a playful bark - alerts her to back away. The design offers both practical safety and a light-hearted touch. Maura’s connection with her team was evident; she was laughing, chatting, and proudly greeting each student by name, a testament to the bond they’ve built.

Ben’s team conceptualized a secure task tracker/calendar system combining a whiteboard, lights, and RFID-enabled privacy features. The device allows users to organize their tasks and securely store contact information that only becomes accessible when a specific RFID tag is nearby. The concept is functional, forward-thinking, and based directly on Ben’s feedback over several weeks.

Helen’s team focused on communications tools. They developed a board with changeable picture cards representing daily tasks, like going to the park or shopping. Each card contains a QR code that, when moved, is scanned and read aloud. The group is also adjusting the board’s size, grip, and tile attachments to accommodate Helen’s dexterity needs. Helen seemed especially excited about the potential of this tool, and her enthusiasm was contagious.