National Assistive Technology Act Data System

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

Referral Types:

The KATS Network has significantly increased its social media presence this year averaging 1-2 posts per week. Additionally, a new profile has been created on Instagram. Social media posts feature AT available through the program, reuse events, highlight new AT on the market, relevant AT to the season/holiday/event, and also feature AT resources outside of the KATS Network. We have gained approximately 30 new followers on Facebook and have seen an uptick in Facebook I & A messages through these efforts.

Referral Sources:

We estimate that approximately 42% of referrals come from web searches, 24% come from service providers (healthcare workers, case managers, etc.), 10% come from word of mouth, 4% from social media, 3% from government programs, 3% from educational programs, and 3% from venders. The other 11% of referrals come from varied sources such as specific non-profit organizations, foundations, aging and disability centers, and more. Because the lead agency for KATS Network is the Office of Vocational Rehabilitation, it is interesting that more referrals don’t come from this government program. We plan to increase public awareness efforts within vocational rehabilitation to increase the support provided to their consumers. As we continue to increase efforts with our social media presence, we expect to see more referrals come from this source in the next year.

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?

The Appalachian Center for Assistive Technology (ACAT), our ATRC in Hazard, KY, is in its fourth cohort of CARAT-TOP. CARAT-TOP includes an 8 week program that brings together students of all abilities from local high schools and the community to develop skills in assessing community accessibility, refurbishing used medical equipment, adapting toys and other assistive technology devices, prototype new parts, and developing strategies for engaging community stakeholders (leaders, businesses, faith communities, local media, etc.). As a part of this program participants work on an overall team project that has a direct impact on their community. ACAT is able to fund this with a variety of community partners, including the Commonwealth Council on Developmental Disabilities (CCDD) and more recently the Office of Vocational Rehabilitation Pre-Employment Transitions Services branch. Because the program is able to provide the required Pre-ETS services of work-based learning and workplace readiness training, for example, they have an agreement with the Office of Vocational Rehabilitation to provide these services in an area of the state that is generally underserved. ACAT also receives funding directly from the community leaders (mayor, judge executive, etc.) to carry out their activities in the community. Examples of the work provided include adding accessible features to a local park, adding accessible features to a high school gym, and adapting toys for children with disabilities.

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.

As a result of this collaboration, to date, approximately 60 high school students have been provided services and learning about assistive technology. Additionally, however, a large impact in the community has been the education of school and community leaders about assistive technology and accessibility in the community. This has allowed the state AT program to reach more into very rural areas of Kentucky (Appalachian region) to people who may not have known about KATS Network or assistive technology previously. The partnership is successful for several reasons. The team at ACAT is well-connected in the community. ACAT is located in the Center for Excellence in Rural Health in Hazard, KY and is local and accessible to community-members. ACAT has been able to utilize funding from several sources to support the program as it develops and it is woven into their overall project mission. The high school students are a very important part of their success, as their buy-in and effort has been able to influence community leaders. It is expected that the initiative will continue, as funding and resources have been considered from the start. ACAT is currently working on development of the curriculum to allow them to expand it across the state to other under-served areas. Watch for their presentation at the 2024 ATIA Conference.

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

Education; Employment; Community Participation and Integration; Recreation / Leisure; Transition(school to work or congregate care to community);

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

Reuse; Training; Information & Assistance; Public Awareness;