National Assistive Technology Act Data System

Annual Progress Report - Full Report

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Delaware 2023

General Information

Statewide AT Program (Information to be listed in national State AT Program Directory)

State AT Program Title:

Delaware Assistive Technology Initiative

State AT Program Title:

State AT Program URL

www.dati.org

Mailing Address:

210 Hullihen Hall

City:

Newark

State:

Zip Code:

19716

Program Email:

dati-ud@udel.edu

Phone:

800-870-3284

TTY:

800-870-3284

Lead Agency

Agency Name:

University of Delaware

Mailing Address:

210 Hullihen Hall

City:

Newark

State:

Zip Code:

19716

Program URL:

www.cds.udel.edu

Implementing Entity

Does your Lead Agency contract with an Implementing Entity to carry out the Statewide AT Program on its behalf? (Check if Yes)

Name of Implementing Agency:

Mailing Address:

City

State:

Zip Code:

Program URL:

Program Director and Other Contacts

Program Director for State AT Program (last, first):

Mineo, Beth

Title:

Project Director

Phone:

302-831-1589

E-mail:

mineo@udel.edu

Program Director at Lead Agency (last, first):

Mineo, Beth

Title:

Project Director

Phone:

302-831-1589

E-mail:

mineo@udel.edu

Primary Contact at Implementing Agency (last, first) - If applicable:

Title:

Phone:

E-mail:

Person Responsible for completing this form if other than Program Director

Name (last, first):

Berdoulay, Allison

Title:

Project Coordinator

Phone:

302-831-3632

E-mail:

aberd@udel.edu

Certifying Representative

Name (last, first):

Roth, Clarissa

Title:

Sr. Contract & Grant Analyst

Phone:

302-831-8626

E-mail:

clarissa@udel.edu

State Financing

Did your approved state plan for this reporting period include any State Financing?

Yes

Did your approved state plan for this reporting period include conducting a Financial Loan Program?

B. State Financing Activities that provide consumers with resources and services that result in the acquisition of AT devices and services

1. Overview of Activities Performed

How many other state financing activities that provide consumers with access to funds for the purchase of AT devices and services were included in your approved state plan?

Activity 1

How would you describe this state financing activity?

Other: Equipment Distribution

2. Geographic Distribution, Number of Individuals Who Acquired AT Devices and Services and Number for whom Performance Measure Data are Collected

County of Residence	Individuals Served
A. Metro (RUCC 1-3)	3
B. Non-Metro (RUCC 4-9)	0
C. Total Served	3

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	3

If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance measure:

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number of Devices Funded	Value of AT Provided
Vision	3	$447
Hearing	0	$0
Speech communication	0	$0
Learning, cognition, and developmental	0	$0
Mobility, seating and positioning	0	$0
Daily living	0	$0
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	0	$0
Recreation, sports, and leisure	0	$0
Total	3	$447

Activity 2

How would you describe this state financing activity?

Other: Equipment Distribution

2. Geographic Distribution, Number of Individuals Who Acquired AT Devices and Services and Number for whom Performance Measure Data are Collected

County of Residence	Individuals Served
A. Metro (RUCC 1-3)	10
B. Non-Metro (RUCC 4-9)	0
C. Total Served	10

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	10

If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance measure:

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number of Devices Funded	Value of AT Provided
Vision	52	$465
Hearing	0	$0
Speech communication	0	$0
Learning, cognition, and developmental	0	$0
Mobility, seating and positioning	0	$0
Daily living	0	$0
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	0	$0
Recreation, sports, and leisure	0	$0
Total	52	$465

Activity 3

How would you describe this state financing activity?

Last resort - Activity

2. Geographic Distribution, Number of Individuals Who Acquired AT Devices and Services and Number for whom Performance Measure Data are Collected

County of Residence	Individuals Served
A. Metro (RUCC 1-3)	5
B. Non-Metro (RUCC 4-9)	0
C. Total Served	5

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	5

If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance measure:

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number of Devices Funded	Value of AT Provided
Vision	0	$0
Hearing	0	$0
Speech communication	12	$4,733
Learning, cognition, and developmental	0	$0
Mobility, seating and positioning	0	$0
Daily living	0	$0
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	2	$962
Recreation, sports, and leisure	0	$0
Total	14	$5,695

Activity 4

How would you describe this state financing activity?

Telecommunications equipment distribution

2. Geographic Distribution, Number of Individuals Who Acquired AT Devices and Services and Number for whom Performance Measure Data are Collected

County of Residence	Individuals Served
A. Metro (RUCC 1-3)	2
B. Non-Metro (RUCC 4-9)	0
C. Total Served	2

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	2

If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance measure:

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number of Devices Funded	Value of AT Provided
Vision	3	$2,637
Hearing	1	$1,018
Speech communication	0	$0
Learning, cognition, and developmental	0	$0
Mobility, seating and positioning	0	$0
Daily living	0	$0
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	0	$0
Recreation, sports, and leisure	0	$0
Total	4	$3,655

C. State Financing Activities that Allow Consumers to Obtain AT at Reduced Cost

1. Overview of Activities Performed

How many state financing activities that allow consumers to obtain AT at a reduced cost were included in your approved state plan?

D. Anecdote

With funding from our state Developmental Disabilities Council, we established an equipment distribution program specifically for individuals with developmental disabilities who were experiencing social isolation that could be mitigated through assistive technology. Program recipients typically acquired communication devices or technology systems that enabled them to stay connected to the world around them via telecommunications. Through the CSI program, a family acquired an iPad with reading software for their 8-year-old grandson. His school district was not able to provide him with a tablet for home use and the family could not afford to purchase one out-of-pocket. After conducting a device trial with equipment from DATI’s lending library, the family determined the iPad with reading software would support the child’s literacy development. We were then able to provide the family with an iPad with text-to-speech software that was recommended by the child’s therapist. . According to the child’s grandmother, he is now beginning to read independently and is feeling more confident in his capabilities.

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	01	00	09	10
2. AT was only available through the AT program.	00	00	03	03
3. AT was available through other programs, but the system was too complex or the wait time too long.	00	00	03	03
4. Subtotal	01	00	15	16
5. None of the above	00	00	01	01
6. Subtotal	01	00	16	17
7. Nonrespondent	00	00	03	03
8. Total	01	00	19	20
9. Performance on this measure	100%	NaN%	78.95%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	17	85%
Satisfied	01	5%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	02	10%
Total Surveyed	20
Response rate %	90%

G. Notes:

Reutilization

Did your approved State Plan for this reporting period included conducting any device reuse activities?

A. Number of Recipients of Reused Devices

Activity	Number of Individuals Receiving a Device from Activity
A. Device Exchange	19
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	00
C. Total	19

Performance Measure
D. Excluded from Performance Measure because AT is provided to or on behalf of an entity that has an obligation to provide the AT such as schools under IDEA or VR agencies/clients.	00
E. Number of Individuals Included in Performance Measures	19

If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance

B. Device Exchange Activities

Device Exchange
Type of AT Device	Number of Devices Exchanged	Total Estimated Current Purchase Price	Total Price for Which Device(s) Were Exchanged	Savings to Consumers
Vision	05	$307	$0	$307
Hearing	03	$215	$0	$215
Speech Communication	00	$0	$0	$0
Learning, Cognition and Developmental	00	$0	$0	$0
Mobility, Seating and Positioning	01	$10	$0	$10
Daily Living	08	$85	$0	$85
Environmental Adaptations	01	$7	$0	$7
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	01	$105	$0	$105
Recreation, Sports and Leisure	00	$0	$0	$0
Total	19	$729	$0	$729

C. Device Refurbish/Repair - Reassignment and/or Open Ended Loan Activities

Device Reassign/Repair/Refurbish and/or OEL
Type of AT Device	Total Estimated Current Purchase Price	Total Price for Which Device(s) Were Sold	Savings to Consumers
Vision	$0	$0	$0
Hearing	$0	$0	$0
Speech Communication	$0	$0	$0
Learning, Cognition and Developmental	$0	$0	$0
Mobility, Seating and Positioning	$0	$0	$0
Daily Living	$0	$0	$0
Environmental Adaptations	$0	$0	$0
Vehicle Modification & Transportation	$0	$0	$0
Computers and Related	$0	$0	$0
Recreation, Sports and Leisure	$0	$0	$0
Total	$0	$0	$0

D. Anecdote

The AT Exchange is a program that provides consumers with new or gently used devices at no (or reduced) cost. Some of the listings on the Exchange are actually items from our demo and loan library that are no long available in the commercial marketplace but that still hold value and purpose. At our downstate Assistive Technology Resource Center, we have an area dedicated to showcasing equipment available through the AT Exchange. During one of our device demonstration sessions, a family inquired about tools for independent living. The husband was recently diagnosed with a progressive neurological disorder and found that everyday tasks were becoming more difficult. We discussed tools for eating, grooming, and dressing. The family expressed interest in a sock aid and scoop bowl. At that time, we had both pieces of equipment available through the AT Exchange program, so the family was able to take the equipment home the same day!

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	00	00	04	04
2. AT was only available through the AT program.	00	00	04	04
3. AT was available through other programs, but the system was too complex or the wait time too long.	00	00	09	09
4. Subtotal	00	00	17	17
5. None of the above	00	00	00	00
6. Subtotal	00	00	17	17
7. Nonrespondent	02	00	00	02
8. Total	02	00	17	19
9. Performance on this measure	0%	NaN%	100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	19	100%
Satisfied	00	0%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	19
Response rate %	100%

G. Notes:

Device Loan

Did your approved State Plan for this reporting period included conducting Short-Term Device Loans?

A. Short-Term Device Loans by Type of Purpose

Loans By Purpose
Primary Purpose of Short-Term Device Loan	Number
Assist in decision-making (device trial or evaluation)	161
Serve as loaner during service repair or while waiting for funding	10
Provide an accommodation on a short-term basis for a time-limited event/situation	19
Conduct training, self-education or other professional development activity	20
Total	210

B. Short-Term Device Loan by Type of Borrower

LOANS BY TYPE OF BORROWER
Type of Individual or Entity	Number of Device Borrowers
Type of Individual or Entity	Desicion-making	All other Purposes	Total
Individuals with Disabilities	29	03	32
Family Members, Guardians, and Authorized Representatives	22	09	31
Representative of Education	46	18	64
Representative of Employment	00	00	00
Representatives of Health, Allied Health, and Rehabilitation	64	18	82
Representatives of Community Living	00	01	01
Representatives of Technology	00	00	00
Total	161	49	210

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	14

D. Types of Devices Loaned

Types of Devices Loaned
Type of AT Device	Number of Devices
Type of AT Device	Desicion-making	All other Purposes	Total
Vision	24	06	30
Hearing	17	04	21
Speech Communication	47	58	105
Learning, Cognition and Developmental	52	02	54
Mobility, Seating and Positioning	03	02	05
Daily Living	27	08	35
Environmental Adaptations	76	35	111
Vehicle Modification and Transportation	00	00	00
Computers and Related	51	113	164
Recreation, Sports and Leisure	27	23	50
Total	324	251	575

E. Anecdote

The mother of a young boy with a physical disability visited out center to learn more about our services. After a device demonstration, the family decided to borrow a number of switch-adapted toys to trial at home. They hoped the device trial would provide an opportunity to introduce the child to switch access. While the youngster was new to switch access, we quickly found several switch models that worked for him. His mother was ecstatic to finally see him playing with toys, something that was not always possible for him. Through the equipment loan, the family was able to determine which toys to buy for their son to aid his development.

Impact Area Education Employment Community Living

F. Access Performance Measures

Access Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
Decided that AT device/service will meet needs	53	01	46	100
Decided that an AT device/ service will not meet needs	06	01	21	28
Subtotal	59	02	67	128
Have not made a decision	12	01	17	30
Subtotal	71	03	84	158
Nonrespondent	01	01	01	03
Total	72	04	85	161
Performance on this measure	83.1%	66.67%	79.76%

G. Acquisition Performance Measures

Acquisition Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	01	00	00	01
2. AT was only available through the AT program.	20	00	14	34
3. AT was available through other programs, but the system was too complex or the wait time too long.	01	00	00	01
4. Subtotal	22	00	14	36
5. None of the above	12	00	01	13
6. Subtotal	34	00	15	49
7. Nonrespondent	00	00	00	00
8. Total	34	00	15	49
9. Performance on this measure	64.71%	NaN%	93.33%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	181	86.19%
Satisfied	21	10%
Satisfied somewhat	02	0.95%
Not at all satisfied	01	0.48%
Nonrespondent	05	2.38%
Total Surveyed	210
Response rate %	97.62%

I. Notes:

Device Demonstration

A. Number of Device Demonstrations by Device Type

Type of AT Device / Service	Number of Demonstrations of AT Devices / Services
Vision	20
Hearing	08
Speech Communication	12
Learning, Cognition and Developmental	04
Mobility, Seating and Positioning	01
Daily Living	12
Environmental Adaptations	09
Vehicle Modification and Transportation	00
Computers and Related	11
Recreation, Sports and Leisure	02
Total # of Device Demonstrations	79

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	46	00	46
Family Members, Guardians, and Authorized Representatives	08	40	48
Representatives of Education	14	00	14
Representatives of Employment	00	00	00
Health, Allied Health, Rehabilitation	10	14	24
Representative of Community Living	01	00	01
Representative of Technology	00	00	00
Total	79	54	133

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	05
Service Provider	05
Vendor	04
Repair Service	00
Others	04
Total	18

D. Anecdote

A young adult with an intellectual disability visited our center in Newark to discuss options for augmentative and alternative communication. His parents accompanied him to the session and shared he left school without a reliable means of communication. They recently acquired a GoTalk 9+ communication device and wanted to learn more about the Boardmaker software that could be used to create overlays for the device. During the device demonstration, the family practiced using the software, and by the end of session, they had created several overlays to print at home. The family left feeling confident that they could support their son to access his new device.

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
Decided that AT device/service will meet needs	16	01	32	49
Decided that an AT device/ service will not meet needs	00	00	00	00
Subtotal	16	01	32	49
Have not made a decision	08	05	16	29
Subtotal	24	06	48	78
Nonrespondent	00	00	01	01
Total	24	06	49	79
Performance on this measure	66.67%	16.67%	65.31%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	110	82.71%
Satisfied	21	15.79%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	02	1.5%
Total	133
Response rate %	98.5%

G. Notes:

Overall Performance Measures

Overall Acquisition Performance Measure

Acquisition Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	02	00	13	15
2. AT was only available through the AT program.	20	00	21	41
3. AT was available through other programs, but the system was too complex or the wait time too long.	01	00	12	13
4. Subtotal	23	00	46	69
5. None of the above	12	00	02	14
6. Subtotal	35	00	48	83
7. Nonrespondent	02	00	03	05
8. Total	37	00	51	88
9. Performance on this measure	59.46%	NaN%	66.67%	63.64%
ACL Performance Measure				85%
Met/Not Met				Not Met

Overall Access Performance Measure

Access Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
Decided that AT device/service will meet needs	69	02	78	149
Decided that an AT device/ service will not meet needs	06	01	21	28
Subtotal	75	03	99	177
Have not made a decision	20	06	33	59
Subtotal	95	09	132	236
Nonrespondent	01	01	02	04
Total	96	10	134	240
Performance on this measure	78.95%	33.33%	74.44%	74.68%
ACL Performance Measure				90%
Met/Not Met				Not Met

Overall Satisfaction Rating

Customer Rating of Services	Percent	ACL Target	Met/Not Met
Highly satisfied and satisfied	99.20%	95%	Met
Response Rate	97.64%	90%	Met

Training

A. Training Participants: Number and Types of Participants; Geographical Distribution

Training by Participant Type
Type of Participant	Number
Individuals with Disabilities	01
Family Members, Guardians and Authorized Representatives	02
Representatives of Education	344
Representatives of Employment	00
Rep Health, Allied Health, and Rehabilitation	21
Representatives of Community Living	00
Representatives of Technology	00
Unable to Categorize	223
TOTAL	591

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
591	00	00	591

B. Training Topics

Trainings by Topic
Primary Topic of Training	Participants
AT Products/Services	74
AT Funding/Policy/ Practice	12
Combination of any/all of the above	282
Information Technology/Telecommunication Access	50
Transition	173
Total	591

C. Description of Training Activities

Describe innovative one high-impact assistance training activity conducted during the reporting period:

The DATI is housed within the University of Delaware’s University Center for Excellence in Developmental Disabilities (UCEDD), the Center for Disabilities Studies (CDS). CDS administers the Special Education Administrative Leadership (SEAL) Program, which is an alternate-route-to-certification program for individuals who aspire to be district special education directors. That program features courses, internships, an action research project, and several “Saturday Specialty Sessions.” The November 2022 specialty session was dedicated to assistive technology, and included a presentation from Delaware’s Protection and Advocacy (P&A) organization about AT provisions in IDEA, a presentation from project staff about what “consideration of AT” should look like in the IEP development process and how teams can meet both the letter and spirit of the law by having adequate AT assessment and follow-along processes in place. The session culminated with a hands-on session in which aspiring education leaders had opportunities to use a variety of AT and discuss how it afforded access to the curriculum.

Briefly describe one training activity related to transition conducted during the reporting period:

During the 2023 LIFE Conference, DATI offered training on the Assistive Technology Giveaway Programs that help Delawareans obtain equipment. As part of this session, a young adult who recently transitioned out of the education system told her story about how receiving equipment through our program has helped her communicate and stay connected to the world. She explained how she "uses AT every second of every day in every way!" including AT for mobility, AAC, telecommunication, social media and entertainment. Using the AT provided to her, she has created a company, Haley's Rays of Sunshine, that has five initiatives: Literacy, AAC, Advocacy, Art and Community.

Briefly describe one training activity related to Information and Communication Technology accessibility:

A Lunchtime Learning session titled Adaptive Gaming and You was offered to demonstrate how devices and games created with accessibility in mind can open the world of video gaming for individuals with disabilities. The speaker discussed various types of adaptive equipment, reviewed examples of accessible games, and discussed funding options for system acquisition.

D. IT/Telecommunications Training Performance Measure

IT/Telecommunications Training Performance Measure
Outcome/Result From IT/Telecommunications Training Received	Number
IT and Telecommunications Procurement or Dev Policies	00
Training or Technical Assistance will be developed or implemented	00
No known outcome at this time	50
Nonrespondent	00
Total	50
Performance Measure Percentage	0%
ACL Target Percentage	70%
Met/Not Met	Not Met

E. Notes:

The IT/Telecom Training Performance Measure was not met because evaluations were solicited from training participants, but specific outcomes were not identified.

Technical Assistance

A. Frequency and Nature of Technical Assistance

Technical Assistance by Recipient Type
Education	97%
Employment	00%
Health, Allied Health, Rehabilitation	00%
Community Living	03%
Technology (IT, Telecom, AT)	00%
Total	100%

B. Description of Technical Assistance

Describe Innovative one high-impact assistance activity that is not related to transition:

We continue to operate the Delaware Accessible Instructional Materials Center for Delaware students with print disabilities under contract from the Delaware Department of Education (DOE). Technical assistance is provided to DOE and the local education agencies regarding how to qualify students to receive accessible instructional materials as well as how to order materials through the centralized AIM Center portal. The state has purchased access to Sora, a repository for digital books, enabling all Delaware public school students to access books that can be read aloud. A subset of these titles have additional accessibility features. We provided technical assistance to the Sora organization about the features that can be helpful to students with print disabilities and, in exchange, Sora has provided our team with the ability to request that new titles be added to state holdings as an accommodation for students with print disabilities.

Breifly describe one technical assistance activity related to transition conducted during the reporting period:

In collaboration with the Delaware Department of Education, we have re-activated the AT Professional Learning Community (PLC), which is comprised of individuals from local education agencies with some responsibility for AT consideration, access and use. The PLC was a vital support to educators statewide prior to the pandemic, but was placed on hiatus because of other pressing demands associated with remote learning. The first convening of the PLC post-pandemic was held in May 2023, and the focus was on district practices relative to AT access as well as the services available from the DATI. We particularly emphasizes our equipment distribution and equipment reutilization programs as means for schools and families to acquire needed AT.

C. Notes:

Public Awareness

Public Awareness Activities

Public Awareness Narratives

Describe in detail at least one and no more than two innovative or high-impact public awareness activities conducted during this reporting period. Highlight the content/focus of the awareness information shared, the mechanism used to disseminate or communicate the awareness information, the numbers and/or types of individuals reached, and positive outcomes resulting from the activity. If quantative numbers are available regarding the reach of the activity, please provide those: however, quantative data is not required.

1. One set of awareness activities focused on emergency preparedness and response relative to individuals with disabilities. In one instance, presentations and exhibits were provided to staff affiliated with the Delaware Division for the Visually Impaired so that they could be better prepared to help individuals with vision loss during an emergency. DATI also convened a Deaf Community Emergency Preparedness Workshop which included an exhibit and material support. During that event, DATI supplied computers and technical assistance for Smart911 registration. ASL Interpreters were present to assist attendees.

2. During an open house, the entire special education department—and the assistant superintendebt—of the Milford School District visited the ATRC to learn about our resources. This included the assistant superintendent. DATI staff provided an overview of our services, including demos, loans, and equipment giveaway programs. Following the overview, they had a tour of the center, explored the devices and asked questions. A number of attendees borrowed equipment to take back to their schools to trial with students. After this event, we saw an increase in equipment loans going to the district. Several therapists and educators from that school system also have reached out for information & assistance.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	88	10	98
Family Members, Guardians and Authorized Representatives	64	07	71
Representative of Education	38	01	39
Representative of Employment	04	00	04
Representative of Health, Allied Health, and Rehabilitation	54	06	60
Representative of Community Living	19	01	20
Representative of Technology	02	02	04
Unable to Categorize	00	00	00
Total	269	27	296

Referral Types:

Compared to last year, this year there was a 56% increase in the number of reported referrals. While the % of each referral source was similar, the count of referrals from training or workshops went from zero to 16. This may be attributed to more events being offered and attended in the past year, compared to the reporting year after the pandemic.

Referral Sources:

Reported sources of referrals break down to: 31% previous contact with our agency, 17% personal referral, 11% by a medical provider, 8% by a school rep, 6% DSAAPD (Division of Services for Aging and Adults with Physical Disabilities), 6% during a training or workshop, 5% internet, 3% private business, 3% DVR/DVI (Division of Vocational Rehabilitation/Division for the Visually Impaired), 2% vendor.

Notes:

Coordination/Collaboration and State Improvement Outcomes

Overview of Coordination/Collaboration Activities

Coordination/Collaboration activities are not required. You may report up to two MAJOR coordination/collaboration activities for this reporting period. How many will you be reporting?

A. Coordination/Collaboration

1. As concisely as possible, describe the partnership initiative. What activities/services were provided? Who are the major collaborating organizations and what is their role? Who is served/benefited? What funding was used to implement the initiative?

In 2016, the legislatively-mandated Delaware Education Technology Task Force issued a report and a host of recommendations, and several of those recommendations called for enhancements to AT services and supports provided within the state’s early intervention and PreK-12 systems. Since that time, we have been in discussion with the Delaware Department of Education (DOE) to develop a plan for addressing the AT-related recommendations in the report. A three-year plan was proposed in which AT guidance would be developed, with subsequent training offered to educators, administrators, families and students to familiarize them with the guidance. The plan took a back seat to urgent pandemic-related priorities but has roared back into “action mode” with the award of Congressionally-designated spending (“earmark” funding) to DATI to support the activities. In preparation for the development of guidance, we conducted an interview study in which approximately 50 people responded to a predetermined list of questions about AT access and use. The DOE widely distributed invitations to participate in the interview study. The data from that study, released in June 2023, informed the development of a survey slated for distribution in Fall 2023, and DOE committed to promulgate the link to the study to leadership in the local education agencies.

2. As concisely as possible, describe the measurable results of the initiative and any lessons learned. How did access to AT change as a result of the coordination/collaboration/partnership? How did awareness of AT change as a result of the partnership? How did the reach of the state AT program change as a result of the partnership? What made the partnership successful? What would you change or wish you had done differently? Provided funding/resources are available, will the initiative continue or is this a one-time event? What advice would you give for replication of the initiative? Please include URL for initiative if available.

The results of the interview study were captured in a technical report titled Assistive Technology in Delaware Schools: Experience and Needs among Educators and Families, which was published in June 2023. The findings were also shared at the Association for the Advancement of Assistive Technology in Europe conference in August 2023. The study revealed that the AT needs of students often go unmet owing to issues of limited time, inadequate personnel preparation, lack of clear policies and procedures, and limited funding. Families reported that they often had to advocate vigorously to have the AT needs of their children addressed through the school. The AT Professional Learning Community that began meeting this year is another rich source of information about what is happening “on the ground” in schools statewide. The results of these various approaches to information-gathering reveal that AT practices in Delaware often do not compare favorably with recommended practices. Challenges include teacher and administrator resistance related to perceived lack of funding for AT or pervasive unawareness of funding options; staff inexperience with AT, discomfort with use and/or lack of time and institutional support for in-service training; and inadequate pre-service training that leaves education practitioners and related service specialist ill-prepared or reluctant to recommend AT. Still, there are instances in which IEP team members recognize and execute recommended elements of AT consideration and documentation on the IEP. Some school districts maintain an inventory of AT available for deployment. While there is evidence of gradual improvement in AT awareness, access and use in isolated instances, it is tempered by the challenges noted, and much more needs to be done. As anticipated, these findings will inform the development of AT guidance for Delaware’s PreK-12 education system, and our collaboration with the DOE will ensure that the guidance is promulgated and that education personnel will have access to the training we develop to familiarize education personnel with the expectations of the state relative to AT access and use.

3. What focus areas(s) were addressed by the initiative?

Education; Other: Early Intervention;

4. What AT Act authorized activity(s) were addressed?

Public Awareness;

Overview of State Improvement Activities

State improvement outcomes are not required. You may report up to two MAJOR state improvement outcomes for this reporting period. How many will you be reporting?

Additional And Leveraged Funds

A. Leveraged Funding for State Plan Activities

Fund Source	Amount	Use of Funds	Data Reported
Federal	$259,441	Technical Assistance	True
Private	$2,853	Training	True
Federal	$13,714	Technical Assistance	True
Public/State Agency	$185,769	Technical Assistance	True
Public/State Agency	$2,327	Training	True
Federal	$30,295	State Financing	True
Federal	$7,566	Device Loan	True
Private	$507	State Financing	True
Public/State Agency	$38,549	Training	True
Federal	$16,164	Technical Assistance	True
Public/State Agency	$2,327	Technical Assistance	True
Public/State Agency	$61,923	Training	True
	Amount: $621,435

For any leveraged funding reported above for which data could not be reported, please describe the extenuating circumstances that precluded data from being reported and efforts to remediate the situation in future reporting periods.

The line for $2853.24 is a university contribution towards the director's salary and therefore impacts all activities. Training was selected since we are limited to one selection. The private funding in the amount of $7566 was used to maintain and upgrade our data collection and reporting system, thus it served all of the state plan activities (we could only select one in the "Use of Funds" dropdown, and we selected "Loan"). 3% of the line item for $13,714 is attributed to "Loan".

B. Public Health Workforce Grant Award

All Section 4 AT Act grantees were awarded $80,000.00 in supplimental Public Health Workforce grant funding to increase the full-time equivalent (FTE) of staff withing the disability and aging network for public health professionals. Please document the status of these funds below.

The status of these funds at the end of the FY23 (9/30/2023) is as follows: (Check one) We did not utilize this funding in FY23 and wish to decline the funds in the future
We did not expend any of this funding in FY23, but plan to expend funding in FY24 and/or FY25
We expended some of all of this funding in FY23 (please complete the section below)

Please report the amount expended (drawn down and liquidated) in this reporting period, FY23:

$13,714.00

Please report the number of Full Time Equivalent (FTE) positions this funding supported by type. This can be a direct employee FTE or contractual FTE.

Type of FTE Position	FTE Positions (0.01 to 9.99)
Assistive Technology Specialist	0.00
Information and Assistance Specialist	0.00
Outreach and Awareness Specialist	0.00
Training Specialist	0.00
Health Care Professional (includes PT, OT, SLP)	0.00
Accessibility Expert	0.00
Policy Expert	0.06
Technology Expert (Digital Divide, Mobile Tech)	0.05
Program Manager	0.00
Other positions needed to advance public health and prevent, prepare for, and respond to COVid-19 (describe with narrative field required)	0.00

Please describe the activities of the above FTE and how such activities advance public health.

Two individuals are deriving support from the public health funds. One individual is leading a coalition of individuals and organizations interested in standing up a new equipment refurbishment and reuse program in Delaware. The other individual is in the Office of Educational Technology in the College of Education and Human Development at the University of Delaware, and he is collaborating with the DATI in a project in which seniors and people with disabilities are able to access health promotion programs through telehealth. The DATI provides and manages the deployment of laptops that enable program participants to access the virtual training. The individual supported with public health funds is responsible for configuring the laptops and providing tech support to our staff and program participants.

C. Describe any unique issues with your data in this section (e.g., the reason why you were unable to report the number of individuals served with additional or leveraged funds).

Center for Assistive Technology Act Data Assistance . Saved: Tue Feb 13 2024 14:03:06 GMT-0600 (Central Standard Time)