Guided by touch, visually impaired Mekyla Belgrave navigates skies with drones 

At 22, Mekyla Belgrave is challenging perceptions of what visually impaired persons can achieve, using technology, determination and the guidance of her hands to venture into the world of drone flying. Visually impaired since she was an infant, Belgrave cannot watch a drone take off or follow its path across the sky, but that has not stopped her from taking control of one and sending it soaring.
Belgrave, who participated in Phase six of the Inclusive Innovators Science, Technology, Engineering and Mathematics (STEM) and Life Skills Programme, which is being implemented by the Guyana Council of Organisations for Persons with Disabilities (GCOPD), with support from ExxonMobil Guyana.
The seventh phase of the initiative was launched on Friday and is expected to be implemented in Regions Two (Pomeroon-Supenaam), Three (Essequibo Islands-West Demerara), Four (Demerara-Mahaica), Five (Mahaica-Berbice), Six (East Berbice-Corentyne) and 10 (Upper Demerara-Berbice).
Drone flying is the ability to safely, precisely and legally operate an unmanned aerial vehicle using coordinated stick movements, spatial awareness and regulatory knowledge.
According to Belgrave, who was visually impaired since she was about 10 months old, she relayed that she was fortunate to participate in the STEM Club through the Unit for the Blind and Visually Impaired, which she attended. She also participated in the programme alongside her sighted brother and fellow students and friends.
With a white cane in hand, Mekyla Belgrave had no signs of uncertainty in her voice about where she is heading. In an interview with this publication, the 22-year-old spoke candidly about her journey, the heights she has set her sights on and the milestones she is grateful to have already reached.
“Yes, the programme was really exciting and fun, and I learned a lot. I learnt a lot about coding. My favourite part was when I had to write a story because I like writing in general, and it was really fun. I also got the opportunity to build a robot, and it was really fun and challenging.”
She added, “I remember I would put the screws into different holes that I was not supposed to. I got to touch a drone and [I would even fly it] even fly it. And the best part was that we got to compete in a competition, and we were able to win. The programme was really rewarding, and I was happy to be given the opportunity to be a part of something like that.”
She explained that she entered the programme through the Unit for the Blind, a special education school and the Guyana Council of Organisations for Persons with Disabilities (GCOPD).
She said the programme began with virtual classes, which were held before the COVID-19 pandemic, where participants were introduced to coding and provided with kits to complete practical exercises. She received assistance from her parents and her sighted brother, who was also enrolled in the programme.
As the programme eventually transitioned to face-to-face sessions, she gained more hands-on experience with STEM activities, including learning how to use robotic kits and build robots. She also had the opportunity to operate a drone using a remote control, an experience she described as part of her practical training.

Technology and creative opportunities
Asked about her enthusiasm for STEM education and what continues to fascinate her about the field, Belgrave pointed to the technology and creative opportunities it provides.
“So the technology aspect of it is definitely one where I can learn, where I can do coding and also create a story. This app that they had could use songs that had different sound effects and stuff, so it was like a movie kind of story. You got to hear the sound, and there were voices and different voices you could choose from, like different characters. And also, building the robot was fun. Getting the opportunity to touch the different parts and then putting it together was absolutely remarkable.”
For many, the question may arise in their heads as to how she was able to accomplish all of this while being visually impaired.
Belgrave explained that guidance and hands-on assistance played an important role in helping her navigate the practical aspects of the programme.
“Through guidance and, you know, I had people helping me. First, they would show me the different parts and tell me how this part fit with that part. They would guide my hands, and I would feel around and try to see which part fits where. Also, my brother helped me a lot, explaining things. When you say which part fits with that, like building robots, I built – I think it was a helicopter. There was a part where you had to attach the wings, put on the wheels and then put the thing on top of the wheels to screw it in. You had to build the body of the helicopter and stuff.”
Belgrave did not stop there. She sought to turn her journey into a blueprint of encouragement for other persons with visual impairments who may be hesitant to venture into STEM.
Asked what advice she would give to visually impaired persons interested in STEM but afraid to take the first step, she said, “I would tell them that I, too, was first nervous. I didn’t know that it was a programme that people who are blind and visually impaired could participate in, but doing it was definitely wonderful. It is a really fun programme. It teaches you a lot. You get to use your hands, and as someone who can’t see, our hands can also be our guide, right? So you get to use your hands, and also you get to use technology and whatnot.”