Massachusetts Institute of Technology (MIT)

Wheelchair users, amputees, and disabled students join MIT research teams and use campus accessibility resources to advance inclusive technology and education when mainstream systems fall short.1

ENABLE Model location

• Builder-side Interventions → Set Requirements that Include Accessibility
• Builder-side Interventions → Design Accessible Experiences
• Builder-side Interventions → Develop Accessible Implementations
• Builder-side Interventions → Test for Accessibility
• Builder-side Interventions → Iterate to Address Shortcomings

What it is

MIT is a leading research university where disabled students, faculty, and collaborators participate in the development of accessible technologies, including advanced prosthetics, campus navigation tools, and inclusive digital platforms. MIT’s Disability and Access Services (DAS) provides accommodations,2 while labs such as the Biomechatronics Group (Media Lab) and the Open Style Lab3 design and test new assistive devices. The campus is a site for both builder-side interventions (accessible design, testing, and iteration) and ongoing advocacy for improved access.

Why it matters

MIT’s builder-side interventions -- such as accessible campus infrastructure, research into prosthetics, and digital accessibility initiatives -- reduce the burden on disabled students and researchers who would otherwise be forced to compensate through workarounds or advocacy. When upstream care (requirement-setting, design, QA-testing) is absent or incomplete, disabled community members must assert rights, give feedback, or invent their own solutions. MIT’s iterative approach to accessibility demonstrates how builder-side care can shift labor upstream, but gaps remain, especially in legacy buildings and digital systems.1

Real-world examples

• MIT’s Disability and Access Services provides accommodations and support for disabled students, including note-taking, accessible course materials, and adaptive technology.2
• Open Style Lab at MIT collaborates with disabled users to co-design accessible clothing and devices, demonstrating iterative builder-side care.3

What care sounds like (builder-side interventions)

Care at the requirement-setting, design, and iteration stages involves:

• "We partner with disabled students to co-design campus navigation tools so everyone can access classrooms and labs."
• "We test new prosthetic devices with real users before public release to ensure safety and usability."
• "We update our digital platforms to meet accessibility standards every semester."

What neglect sounds like (builder-side interventions)

Neglect involves:

• "Accessibility upgrades aren’t in this year’s budget."
• "We’ll address building access after renovations are complete."
• "Our website works for most users -- accessibility isn’t a priority right now."

What compensation sounds like (navigator-side compensations)

Compensation describes the labor disabled students and staff undertake when upstream care is absent:

• "I have to plan my route around campus every day because some entrances aren’t wheelchair accessible."
• "I rely on classmates to take notes when course materials aren’t provided in accessible formats."
• "I filed a complaint after struggling to access online registration."

---

All observations occur within the context of higher education and research at MIT in Cambridge, Massachusetts, United States.