Making Makerspaces Accessible: Lessons from STEM-MAKER in Konotop

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This article describes how the NGO STEM-MAKER in Konotop approached accessibility in its open community makerspace. The project combined practical workshops with professional retraining and social components for people with disabilities through STEM technologies. The project aimed to expand access to STEM education for people with disabilities, veterans, women, internally displaced people, technical students and other community members.

The project was part of Tolocar’s Makers Empowerment Hubs initiative. All learnings and resources presented on this page originate from the NGO STEM-MAKER. The examples describe one makerspace’s experience. They are not a universal accessibility standard.

A makerspace is accessible when all people can take part in the whole activity: reaching the venue, entering and moving through it, using tools and digital technologies, following instructions, and working with others. This means accessibility touches many parts of a makerspace’s work, from the layout and equipment to teaching, safety and transport.

STEM-MAKER’s experience in Konotop shows how these areas can come together in an inclusive community makerspace focused on practical STEM learning.

A supportive workshop environment allows participants to try things for themselves without being overprotected. Mobility aids such as wheelchairs, canes and walkers are part of a person’s personal space; they should not be moved without the person’s consent. In group activities, tasks can be assigned according to participants’ skills and interests rather than assumptions about disability. The approach also recognizes progress in manageable steps, so that completing a small practical task can build confidence for more complex work.

Accessibility involves the entrance and routes through the makerspace, as well as the workstations and facilities. STEM-MAKER’s approach includes clear circulation, adapted work areas, adjustable tables, space for a wheelchair beneath the work surface, and controls and tools within reach. The workspace can also be organized around different types of activity. For example, computer work and 3D printing can be separated from areas for mechanical processing, woodworking and welding.

Digital and workshop activities can be made more accessible through tools such as screen readers, high-contrast settings, screen magnification, trackballs and switch pedals. Tactile labels on machine controls and measuring tools with large or raised markings can support participants with visual impairments. Instruction matters too: Describing each step aloud and offering tactile examples of an object can help participants understand a design or process before they begin making it.

STEM-MAKER’s programme included hands-on activities in 3D modelling and printing, laser cutting and engraving, soldering, electronics, woodworking, metalworking and welding. Mixed groups brought people with disabilities and veterans together with technical students. This gave participants opportunities to learn and make alongside one another, with tasks based on individual skills and interests.

Safety is part of making a workshop accessible. Activities involving laser processing, soldering, woodworking, metalworking and welding require appropriate ventilation, protective equipment, safety briefings and clear procedures. The main makerspace did not have its own certified shelter. To continue activities during air-raid alerts, 15 workshops took place in a rented, adapted safe space with a civil-protection shelter.

Being able to enter a makerspace does not help if participants cannot reach it. In Konotop, winter conditions (including snow and the state of nearby infrastructure) made travel difficult for some participants with reduced mobility. The project team recommended budgeting for inclusive transport, such as specialized social transport. Planning also needs to account for the route from the drop-off point to the entrance and for clearing snow and ice in winter.

STEM-MAKER developed a 120-hour methodological course for professional retraining and social and employment adaptation through STEM technologies. It includes modules on communication and inclusion, assistive digital technologies, 3D printing, laser processing, electronics, workshop practice, safety and self-employment.

Access the course guide here.