Bionic Project—a team of elite adaptive athletes and educators dedicated to dismantling disability bias and fostering empathy through story, sport, and education—visited Nobles for a full day of immersive programming. During their visit, they led an interactive long Assembly and spent the day working with students in classrooms across campus, cultivating curriculum-wide conversations about inclusion, authenticity, and connection.
In Assembly, the Bionic Project team, many of whom live with physical disabilities, shared personal stories of resilience, bias, and belonging. The speakers challenged the audience to reconsider long-held assumptions about ability and to reflect on what inclusion really looks like. They continued those conversations throughout the day through their visits to classes.
In Mike Kalin’s U.S. history class, the Bionic Project educators explored the disability rights movement in America, combining historical context with lived experience. “The Bionic teachers delivered an engaging and insightful lesson on the history of disability rights in America,” says history and social sciences faculty member Mike Kalin. “By sharing both personal experiences and historical anecdotes, the instructors effectively helped students gain a deeper understanding of the ongoing struggle for equality for individuals with physical disabilities.”
Matthew Newman ’26, a student in Kalin’s class, shares, “The representatives of the Bionic Project, impassioned by their mission to support accessibility, not only educated us about key legislative milestones and shifts in public perception but also humanized the disability rights movement by sharing personal stories and insights. Their presentation challenged us to think critically about accessibility, media representation, and appropriate language, and encouraged us to implement a mindset rooted in empathy and advocacy. Their visit provided us with an informative overview of the developments made in our country’s legislation to support the lives of people with disabilities nationwide.”
In mechanical engineering class, students participated in an interactive lab that gave them a hands-on introduction to prosthetics, coding, and design. “Representatives from The Bionic Project visited the mechanical engineering class to guide students through a hands-on exploration of technology and design in robotic prosthetics,” says science faculty member Michael Ewins. “The experience was engaging, thought-provoking, and technically demanding—offering students a compelling glimpse into real-world bioengineering.”
Class V students explored universal design and accessibility in real-world spaces, including a walk-through of the middle school recess field and Pratt Middle School. “Bionic Project worked with Civics III students on universal design,” says Aneesa Sen, history and social sciences faculty member and assistant director of diversity, equity, and inclusion. “Students had never really thought about the spaces they use daily in these ways. Thinking about making (and creating designs for) all buildings universally accessible has had a lasting influence on my students.”
Sen’s students explained just how eye-opening the visit was. “Bionic Project folks were cool, inspiring, and made us think about how everyone should be able to fit into the same spaces no matter what types of ability they have,” says Duggan Woolley ’29. Mihika Bhurat ’29 shares, “When I used to look at ramps, I’d think the buildings were accessible. I learned from the Bionic Project that this was not necessarily the case.”
Through their collaborative work with Bionic Project team members, students did not just learn about accessibility—they started reimagining it. Through sharing powerful personal narratives and interactive conversation, experimentation, and design, the Bionic Project imparted a deeper awareness through their message that empathy is built through experience, and inclusion starts with understanding.
