National Assistive Technology Act Data System
Annual Progress Report - Full Report
Puerto Rico 2023
General Information
Statewide AT Program (Information to be listed in national State AT Program Directory)
Lead Agency
Implementing Entity
Program Director and Other Contacts
Person Responsible for completing this form if other than Program Director
Certifying Representative
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? | No |
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? | 1 |
|---|
Activity 1
| 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 | 0 | $0 |
| Hearing | 0 | $0 |
| Speech communication | 0 | $0 |
| Learning, cognition, and developmental | 0 | $0 |
| Mobility, seating and positioning | 0 | $0 |
| Daily living | 4 | $1,641 |
| Environmental adaptations | 0 | $0 |
| Vehicle modification and transportation | 0 | $0 |
| Computers and related | 0 | $0 |
| Recreation, sports, and leisure | 0 | $0 |
| Total | 4 | $1,641 |
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? | 1 |
|---|
Activity 1
| How would you describe this state financing activity? | AT Fabrication or AT Maker Program |
|---|
2. Geographic Distribution and Number of Individuals Served
| County of Residence | Individuals Served |
|---|---|
| A. Metro (RUCC 1-3) | 29 |
| B. Non-Metro (RUCC 4-9) | 2 |
| C. Total Served | 31 |
| Performance Measure | |
|---|---|
| D. Excluded from Performance Measure | 0 |
| E. Number of Individuals Included in Performance Measures | 31 |
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 Provided | Total Estimated Current Retail Purchase Price | Total Price for Which Devices Were Sold | Savings to Consumers |
|---|---|---|---|---|
| Vision | 0 | $0 | $0 | $0 |
| Hearing | 0 | $0 | $0 | $0 |
| Speech communication | 2 | $260 | $0 | $260 |
| Learning, cognition, and developmental | 0 | $0 | $0 | $0 |
| Mobility, seating and positioning | 10 | $9,194 | $30 | $9,164 |
| Daily living | 3 | $598 | $5 | $593 |
| Environmental adaptations | 13 | $3,543 | $51 | $3,492 |
| Vehicle modification and transportation | 0 | $0 | $0 | $0 |
| Computers and related | 0 | $0 | $0 | $0 |
| Recreation, sports, and leisure | 3 | $186 | $4 | $182 |
| Total | 31 | $13,781 | $90 | $13,691 |
D. Anecdote
Due to a swimming accident when he was 14, Sterling has been paralyzed from the neck down for the last 8 years. During these years, his parents left him, and he has been living by himself in a public housing apartment with the aid of some neighbors and friends. He was referred to PRATP's AT fabrication initiative to explore low-cost alternatives to help him with some basic needs, since he did not have access to any other funding program. Sterling was lying all day long in an automatic bed that he could not move, and he could only drink water when somebody happened to come by. Initially, we built an alternate control system for the bed, an independent hydration system and a lightweight headstick with a capacitive tip for him to control a smartphone. Afterwards, we added a panel next to the bed that integrates controls for the TV, the bed, and the smartphone. Through PRATP’s reuse program Sterling received a power wheelchair that was later adapted for chin control. An integrated smartphone and mouth stick holder were also added to the wheelchair. Later, other low-cost adaptations were built for bed positioning, environmental control, and alternate phone access. After PRATP’s intervention, the two leading newspapers in Puerto Rico published his story in several articles. What followed was a tidal wave of people wanting to help, including neighbors, individuals throughout Puerto Rico and the US, local AT suppliers, the City Major, and the Puerto Rico Governor, among many others. PRATP coordinated the AT-related help that he received, and now Sterling lives in a new accessible apartment with home automation, integrated security, mobility, and transfer devices. Being now out of bed and fully mobile, he is also a freshman at one of the leading universities in Puerto Rico.
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 02 | 00 | 05 | 07 |
| 2. AT was only available through the AT program. | 04 | 00 | 21 | 25 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 00 | 01 | 01 |
| 4. Subtotal | 06 | 00 | 27 | 33 |
| 5. None of the above | 00 | 00 | 00 | 00 |
| 6. Subtotal | 06 | 00 | 27 | 33 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 06 | 00 | 27 | 33 |
| 9. Performance on this measure | 100% | NaN% | 100% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 32 | 96.97% |
| Satisfied | 01 | 3.03% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 33 | |
| Response rate % | 100% |
G. Notes:
Reutilization
A. Number of Recipients of Reused Devices
| Activity | Number of Individuals Receiving a Device from Activity |
|---|---|
| A. Device Exchange | 07 |
| B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 229 |
| C. Total | 236 |
| 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 | 236 |
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
| 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 | 00 | $0 | $0 | $0 |
| Hearing | 00 | $0 | $0 | $0 |
| Speech Communication | 00 | $0 | $0 | $0 |
| Learning, Cognition and Developmental | 00 | $0 | $0 | $0 |
| Mobility, Seating and Positioning | 07 | $9,029 | $0 | $9,029 |
| Daily Living | 00 | $0 | $0 | $0 |
| Environmental Adaptations | 00 | $0 | $0 | $0 |
| Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
| Computers and Related | 00 | $0 | $0 | $0 |
| Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
| Total | 07 | $9,029 | $0 | $9,029 |
C. Device Refurbish/Repair - Reassignment and/or Open Ended Loan Activities
| Type of AT Device | Number of Devices Reassigned/Refurbished and Repaired | Total Estimated Current Purchase Price | Total Price for Which Device(s) Were Sold | Savings to Consumers |
|---|---|---|---|---|
| Vision | 13 | $14,464 | $0 | $14,464 |
| Hearing | 03 | $2,180 | $0 | $2,180 |
| Speech Communication | 09 | $11,204 | $0 | $11,204 |
| Learning, Cognition and Developmental | 11 | $4,427 | $0 | $4,427 |
| Mobility, Seating and Positioning | 194 | $133,046 | $0 | $133,046 |
| Daily Living | 43 | $4,176 | $0 | $4,176 |
| Environmental Adaptations | 05 | $1,499 | $0 | $1,499 |
| Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
| Computers and Related | 09 | $4,194 | $0 | $4,194 |
| Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
| Total | 287 | $175,190 | $0 | $175,190 |
D. Anecdote
On November 2022, the Puerto Rico Assistive Technology Program (PRATP) contacted the municipal citizen’s assistance offices throughout the Island in an effort to reach persons with disabilities that were in need of AT equipment in the aftermath of hurricane Fiona. Personnel from the municipality of Aguada (in the west side of the Island) led us to Juan, a 40-year-old man who had a CVA right before the hurricane hit, resulting in physical and cognitive disabilities. Juan needed a wheelchair very much, since he was not able to move around independently, but he had no means to acquire it nor access to a program that could buy it for him. Through PRATP’s AT Reuse initiative a manual wheelchair that fitted Juan’s size and needs was identified and given to him for free. Later, we received an email from the Municipality of Aguada with the message “Thank you very much for your donation. The wheelchair was delivered to Juan and his grateful face said it all. God bless you.” Juan’s wheelchair was one of the hundreds of AT devices that have been provided through the AT Reuse initiative to Puerto Ricans all over the Island.
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 09 | 00 | 140 | 149 |
| 2. AT was only available through the AT program. | 03 | 01 | 43 | 47 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 04 | 00 | 35 | 39 |
| 4. Subtotal | 16 | 01 | 218 | 235 |
| 5. None of the above | 00 | 00 | 00 | 00 |
| 6. Subtotal | 16 | 01 | 218 | 235 |
| 7. Nonrespondent | 00 | 00 | 01 | 01 |
| 8. Total | 16 | 01 | 219 | 236 |
| 9. Performance on this measure | 100% | 100% | 99.54% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 226 | 95.76% |
| Satisfied | 03 | 1.27% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 07 | 2.97% |
| Total Surveyed | 236 | |
| Response rate % | 97.03% |
G. Notes:
Device Loan
A. Short-Term Device Loans by Type of Purpose
| Primary Purpose of Short-Term Device Loan | Number |
|---|---|
| Assist in decision-making (device trial or evaluation) | 62 |
| Serve as loaner during service repair or while waiting for funding | 00 |
| Provide an accommodation on a short-term basis for a time-limited event/situation | 08 |
| Conduct training, self-education or other professional development activity | 05 |
| Total | 75 |
B. Short-Term Device Loan by Type of Borrower
| Type of Individual or Entity | Number of Device Borrowers | ||
|---|---|---|---|
| Desicion-making | All other Purposes | Total | |
| Individuals with Disabilities | 50 | 05 | 55 |
| Family Members, Guardians, and Authorized Representatives | 03 | 02 | 05 |
| Representative of Education | 01 | 01 | 02 |
| Representative of Employment | 00 | 00 | 00 |
| Representatives of Health, Allied Health, and Rehabilitation | 08 | 01 | 09 |
| Representatives of Community Living | 00 | 03 | 03 |
| Representatives of Technology | 00 | 01 | 01 |
| Total | 62 | 13 | 75 |
C. Length of Short-Term Device Loans
| Length of Short-Term Device Loan in Days | 30 |
|---|
D. Types of Devices Loaned
| Type of AT Device | Number of Devices | ||
|---|---|---|---|
| Desicion-making | All other Purposes | Total | |
| Vision | 09 | 00 | 09 |
| Hearing | 05 | 00 | 05 |
| Speech Communication | 46 | 04 | 50 |
| Learning, Cognition and Developmental | 09 | 00 | 09 |
| Mobility, Seating and Positioning | 09 | 08 | 17 |
| Daily Living | 00 | 00 | 00 |
| Environmental Adaptations | 00 | 00 | 00 |
| Vehicle Modification and Transportation | 00 | 00 | 00 |
| Computers and Related | 01 | 00 | 01 |
| Recreation, Sports and Leisure | 01 | 02 | 03 |
| Total | 80 | 14 | 94 |
E. Anecdote
José (not his real name) is a 31 year old male with visual disabilities. He tutors his nieces in mathematics, but, due to a degenerative visual condition, it had been progressively more difficult for him to see their notebooks and to offer tutoring. At some point, he was no longer able to read printed material or handwritten text. Through PRATP’s AT demonstration program, José was introduced to several portable and desktop video magnifiers. He then requested an AT device loan to try out a portable video magnifier for two weeks. Next, he requested the loan of a desktop video magnifier to test and compare the options available for him. At the end of the process, José decided that an AT device would indeed satisfy his needs and, furthermore, he concluded that a desktop magnifier was the right tool for him. Finally, José received a 22” screen desktop video magnifier through PRATP’s AT reuse program.
F. Access Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 15 | 03 | 26 | 44 |
| Decided that an AT device/ service will not meet needs | 05 | 00 | 02 | 07 |
| Subtotal | 20 | 03 | 28 | 51 |
| Have not made a decision | 03 | 01 | 04 | 08 |
| Subtotal | 23 | 04 | 32 | 59 |
| Nonrespondent | 02 | 00 | 01 | 03 |
| Total | 25 | 04 | 33 | 62 |
| Performance on this measure | 86.96% | 75% | 87.5% | |
G. Acquisition Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 00 | 01 | 06 | 07 |
| 2. AT was only available through the AT program. | 00 | 00 | 05 | 05 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 00 | 00 | 00 |
| 4. Subtotal | 00 | 01 | 11 | 12 |
| 5. None of the above | 01 | 00 | 00 | 01 |
| 6. Subtotal | 01 | 01 | 11 | 13 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 01 | 01 | 11 | 13 |
| 9. Performance on this measure | 0% | 100% | 100% | |
H. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 74 | 98.67% |
| Satisfied | 01 | 1.33% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 75 | |
| Response rate % | 100% |
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 | 42 |
| Hearing | 16 |
| Speech Communication | 64 |
| Learning, Cognition and Developmental | 26 |
| Mobility, Seating and Positioning | 18 |
| Daily Living | 11 |
| Environmental Adaptations | 03 |
| Vehicle Modification and Transportation | 00 |
| Computers and Related | 05 |
| Recreation, Sports and Leisure | 03 |
| Total # of Device Demonstrations | 188 |
B. Types of Participants
| Type of Participant | Decision-Makers | Other Participants | Total |
|---|---|---|---|
| Individuals with Disabilities | 108 | 02 | 110 |
| Family Members, Guardians, and Authorized Representatives | 49 | 90 | 139 |
| Representatives of Education | 08 | 05 | 13 |
| Representatives of Employment | 00 | 01 | 01 |
| Health, Allied Health, Rehabilitation | 23 | 01 | 24 |
| Representative of Community Living | 00 | 01 | 01 |
| Representative of Technology | 00 | 00 | 00 |
| Total | 188 | 100 | 288 |
C. Number of Referrals
| Type of Entity | Number of Referrals |
|---|---|
| Funding Source (non-AT program) | 00 |
| Service Provider | 00 |
| Vendor | 01 |
| Repair Service | 00 |
| Others | 00 |
| Total | 01 |
D. Anecdote
Rosa is a 36-year-old mother and social worker at a government agency. Her desire to continue her professional development led her to the decision to continue graduate studies, but her plans were adversely affected by the drastic and unexpected loss of vision due to a progressive degenerative visual condition. Due to this situation, Rosa quit her job and postponed her graduate studies since she thought she had no other options. Later, she started using some AT devices to help her in her daily living. Eventually, her CCTV broke down, and she remembered that she had obtained this device through PRATP’s AT Reuse initiative, so she contacted PRATP again to inquire about possibly getting another one. During the service interview, it was evident that her progressive visual difficulties were no longer addressed with a CCTV and that additional AT tools were required. An AT device demonstration was coordinated, and Rosa had the opportunity to explore devices such as the JAWS screen reader, the OrCam, and the Pearl camera, among others. Rosa commented that she didn’t know such tools existed, but now that she does, she understands that there is a real possibility that she could get back to the work she loves and continue her graduate studies.
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 79 | 10 | 88 | 177 |
| Decided that an AT device/ service will not meet needs | 01 | 00 | 01 | 02 |
| Subtotal | 80 | 10 | 89 | 179 |
| Have not made a decision | 01 | 02 | 02 | 05 |
| Subtotal | 81 | 12 | 91 | 184 |
| Nonrespondent | 00 | 00 | 04 | 04 |
| Total | 81 | 12 | 95 | 188 |
| Performance on this measure | 98.77% | 83.33% | 93.68% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 272 | 94.44% |
| Satisfied | 05 | 1.74% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 01 | 0.35% |
| Nonrespondent | 10 | 3.47% |
| Total | 288 | |
| Response rate % | 96.53% |
G. Notes:
Overall Performance Measures
Overall Acquisition Performance Measure
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 11 | 01 | 151 | 163 |
| 2. AT was only available through the AT program. | 07 | 01 | 69 | 77 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 04 | 00 | 36 | 40 |
| 4. Subtotal | 22 | 02 | 256 | 280 |
| 5. None of the above | 01 | 00 | 00 | 01 |
| 6. Subtotal | 23 | 02 | 256 | 281 |
| 7. Nonrespondent | 00 | 00 | 01 | 01 |
| 8. Total | 23 | 02 | 257 | 282 |
| 9. Performance on this measure | 78.26% | 100% | 85.6% | 85.11% |
| ACL Performance Measure | 85% | |||
| Met/Not Met | Met | |||
Overall Access Performance Measure
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 94 | 13 | 114 | 221 |
| Decided that an AT device/ service will not meet needs | 06 | 00 | 03 | 09 |
| Subtotal | 100 | 13 | 117 | 230 |
| Have not made a decision | 04 | 03 | 06 | 13 |
| Subtotal | 104 | 16 | 123 | 243 |
| Nonrespondent | 02 | 00 | 05 | 07 |
| Total | 106 | 16 | 128 | 250 |
| Performance on this measure | 96.15% | 81.25% | 92.13% | 93.12% |
| ACL Performance Measure | 90% | |||
| Met/Not Met | Met | |||
Overall Satisfaction Rating
| Customer Rating of Services | Percent | ACL Target | Met/Not Met |
|---|---|---|---|
| Highly satisfied and satisfied | 99.84% | 95% | Met |
| Response Rate | 97.31% | 90% | Met |
Training
A. Training Participants: Number and Types of Participants; Geographical Distribution
| Type of Participant | Number |
|---|---|
| Individuals with Disabilities | 280 |
| Family Members, Guardians and Authorized Representatives | 133 |
| Representatives of Education | 1,028 |
| Representatives of Employment | 123 |
| Rep Health, Allied Health, and Rehabilitation | 169 |
| Representatives of Community Living | 528 |
| Representatives of Technology | 21 |
| Unable to Categorize | 47 |
| TOTAL | 2,329 |
| Metro | Non Metro | Unknown | TOTAL |
|---|---|---|---|
| 1,954 | 359 | 16 | 2,329 |
B. Training Topics
| Primary Topic of Training | Participants |
|---|---|
| AT Products/Services | 2,278 |
| AT Funding/Policy/ Practice | 00 |
| Combination of any/all of the above | 26 |
| Information Technology/Telecommunication Access | 17 |
| Transition | 08 |
| Total | 2,329 |
C. Description of Training Activities
Describe innovative one high-impact assistance training activity conducted during the reporting period:
During this reporting period, the Puerto Rico Assistive Technology Program (PRATP) presented the conference “Trends and Developments in Assistive Technologies” at the Annual Congress of the Puerto Rico Ombudsman for People with Disabilities (DPI, for its acronym in Spanish). The DPI is the Government agency that protects the rights of persons with disabilities on the Island. Over 300 participants attended the conference, including community living, education, health, and employment representatives, as well as persons with disabilities and family members. This year, the DPI’s congress was held in the west side of the Island, rather than in the San Juan metro area, to reach participants from traditionally underserved communities. PRATP’s conference focused on exploring trends that facilitate AT access and acquisition, universal design and the incorporation of AT tools and accessibility options into mainstream technologies. Developments of local technologies through the collaboration between PRATP and the University of Puerto Rico’s engineering department were also presented at the conference.
Briefly describe one training activity related to transition conducted during the reporting period:
The Puerto Rico Assistive Technology Program trained assistive technology specialist of the Department of Education in assistive technology and its integration in the transition process. The SETT Framework, which stands for Student, Environment, Task, and Tools, is an approach used in assistive technology to guide decision making. By systematically, addressing these four components, the SETT Framework helps specialists make informed decisions about the most suitable assistive technology solutions for a particular student as part of the transition process.
Briefly describe one training activity related to Information and Communication Technology accessibility:
The Puerto Rico Assistive Technology Program trained teachers and teacher assistants at a school of the Department of Education. This training addressed six fundamental aspects of creating accessible presentations: templates and themes, slide layout, reading order, alt text, descriptive links, and unique titles. Additionally, during this training, they were presented with the tools available in PowerPoint to adjust these parameters and verify the accessibility of presentations. Creating accessible materials ensures that students with disabilities can access the information in the teacher's materials. These same changes will help all students with various learning needs regardless of ability.
D. IT/Telecommunications Training Performance Measure
| Outcome/Result From IT/Telecommunications Training Received | Number |
|---|---|
| IT and Telecommunications Procurement or Dev Policies | 14 |
| Training or Technical Assistance will be developed or implemented | 00 |
| No known outcome at this time | 00 |
| Nonrespondent | 03 |
| Total | 17 |
| Performance Measure Percentage | 82.4% |
| ACL Target Percentage | 70% |
| Met/Not Met | Met |
E. Notes:
Technical Assistance
A. Frequency and Nature of Technical Assistance
| Education | 45% |
|---|---|
| Employment | 06% |
| Health, Allied Health, Rehabilitation | 02% |
| Community Living | 45% |
| Technology (IT, Telecom, AT) | 02% |
| Total | 100% |
B. Description of Technical Assistance
Describe Innovative one high-impact assistance activity that is not related to transition:
During this reporting period, PRATP provided technical assistance to private and public universities throughout the Island for the assessment and recommendation of AT devices needed for libraries to provide inclusive services to individuals with disabilities. This assistance was provided as part of the implementation process of Local Law 63 (2011) related to the area of information technology. The main purpose of this legislation is to ensure full accessibility to library services and information in university libraries and municipal libraries throughout Puerto Rico. Local Law 63 mandates the availability of appropriate assistive technology equipment at these libraries as well as the availability of trained personnel capable of facilitating the use of AT by individuals with disabilities to access information resources. Universities received a detailed written report with the assessment findings, accessibility recommendations, AT requirements, and a list of AT devices and software that
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
PRATP provided Technical Assistance to the non-profit organization Movimiento para el Alcance de Vida Independiente [Movement for Independent Living] (MAVI), for the development of a series of training videos focusing on assistive technologies for daily living. MAVI is the leading independent living center in the Island and provides the largest variate of services to adults with disabilities in Puerto Rico, the island municipalities of Vieques and Culebra, and the Virgin Islands (St. Thomas, St. John y St. Croix). With over 30 years of non-profit service, MAVI’s services focus on transition to independent living for a wide variety of disabilities. MAVI had previously developed training videos on daily living tasks for participants with cognitive disabilities. PRATP’s technical assistance helped them create a new series of training videos that incorporate the assistive technologies needed to make the intended daily living tasks accessible for persons with visual, auditory, physical, and
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. PRATP collaborated with the Preschool Development Center of the Medical Sciences campus and with the Elementary School of the University of Puerto Rico to carry out a series of activities as part of the National Assistive Technology Awareness Day celebrated on March 1st. This year, the activities were focused on visual disabilities, one of the largest disability groups in the Island. In the "order the sentence" challenge, for example, blindfolded preschool and 4th grade students used an optical character recognition (OCR) app to read printed words on paper strips to order the pieces and form the sentence “I am using assistive technology”. Students also learned that assistive technologies are not only computers or electronic devices; in the “find the portal” challenge, blindfolded students used a white cane to navigate a makeshift labyrinth and reach their target. The students were also introduced to the Braille writing method and its structure using common craft materials as assistive technology. They enjoyed the opportunity to learn and write their initials in Braille, and to take their work home to share with their family. Through awareness activities such as these, PRATP seeks to sow the AT seed into a new generation, while also having an impact on faculty and family members.
2. During the 2022 Christmas season, the Puerto Rico Assistive technology Program (PRATP) partnered with the Puerto Rico College of Occupational Therapy Professionals (CPTOPR) to organize several awareness activities focused on adapted toys for children with disabilities. These activities included interviews in two major TV channels, a Facebook live event for OTs and public in general, and an article written for local newspapers and Conexio, the journal of OT professionals in Puerto Rico. PRATP’s participation in these activities helped increase awareness on the importance of accessible toys and toy adaptation to promote the inclusion of children with disabilities.
Information And Assistance
| Types of Recipients | AT Device/ Service |
AT Funding | Total |
|---|---|---|---|
| Individuals with Disabilities | 271 | 01 | 272 |
| Family Members, Guardians and Authorized Representatives | 456 | 00 | 456 |
| Representative of Education | 104 | 00 | 104 |
| Representative of Employment | 16 | 01 | 17 |
| Representative of Health, Allied Health, and Rehabilitation | 80 | 00 | 80 |
| Representative of Community Living | 102 | 00 | 102 |
| Representative of Technology | 02 | 00 | 02 |
| Unable to Categorize | 02 | 00 | 02 |
| Total | 1,033 | 02 | 1,035 |
Referral Types:
During this year, the program continued posting announcements using social networks to promote specific assistive technology devices. The post included a description of the device and cost (most of the devices in our database are free of charge). The program database allows us to identify the assistive technology devices available. In addition, during this year, PRATP included an AT screening form to be handed out at all in-person awareness activities along with the informational materials on PRATP’s services. This screening form includes a list of scenarios and tasks that may pose difficulties for people with various disabilities. Using this tool, individuals can quickly identify areas of concern and narrow down their needs to help them request specific AT services. They can also write their contact information and turn in the form at the awareness activity so the AT service request process may begin immediately rather than calling or emailing PRATP afterwards. Through the screening form, individuals may also request services for family members and refer acquaintances to be contacted by PRATP. During AT awareness activities, this form also helps us ensure that the person’s needs are addressed even if they lose our contact information or if, for some reason, they are unable to contact us. The use of the AT screening form has helped increase referrals for information, demonstration, device loan and reuse services.
Referral Sources:
Referral sources: a) Most of our new clients came from awareness activities and trainings provided (33% of new clients); 17% of new referrals came from the Program's electronic platforms (Website and social networks). Our Facebook page has proven to be a tool of massive reach that has allowed us to disseminate the Program services; b) 23 % of new referrals came from non-governmental organizations (hospitals, Independent Living Organizations, and organizations related to providing services to people with disabilities, etc.); c) 10% of referrals came from Governmental Agencies (Puerto Rico Department of Education, Rehabilitation Services Administration, Municipalities Offices, etc.,); d) 8% of referrals came from practitioners (speech-language pathologists, physical therapists, occupational therapists, social workers, medicine doctors); and 9 % of new referrals came form from friends and family members.
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? | 1 |
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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?
2022-2023 – Through a collaborative agreement with the Puerto Rico Tribunal Administration Office (TAO), PRATP has offered technical assistance to judges and officials on issues related to assistive technology and persons with disabilities. aimed at three core areas: 1) evaluation of the accessibility of judicial centers and first instance courts, 2) training in the selection and use of AT tools that are available at the judicial centers, and 3) accessible equipment (ADA compliant) for the inclusion of persons with disabilities in the courts and for the integration of AT devices with the electronic systems available in the recently inaugurated “smart-courtrooms” around the Island. As part of this agreement, PRATP also partnered with the Puerto Rico Judicial Branch Accessibility Program, the Puerto Rican Academy of Judges and the Puerto Rico Office of Evaluation, Training and Development to provide training and awareness on various topics related to the inclusion of the disabled community into the justice system. Through the Academy of Judges, newly appointed judges were trained on the topic “Access to justice and assistive technology.” Also, the training “Assistive technology for accessible communication” was offered to train officials in the use of the Communication Assistance Board, which was developed by PRATP and TAO and distributed to the branches of the judiciary throughout the Island. The initiative was implemented using federal and state funds.
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.
During this reporting period, the PRATP provided over 110 hours of technical assistance at judicial centers around the Island. Eight facilities of the judicial branch were evaluated on physical accessibility and availability of inclusive technologies in the courtrooms. These facilities also received technical training on the identification of functional communication strategies and selection of assistive technologies for the inclusion of persons with communication disabilities into the judicial processes. As a result of this partnership, individuals with disabilities have access to assistive technologies acquired and distributed in all the judicial regions of Puerto Rico as part of the “Access to Justice” initiative. These technologies include FM systems, personal amplifiers, communication boards, tablets with apps for persons with visual, cognitive, and physical disabilities, among other devices. AT awareness has also increased through the publication of a catalog of devices available in the judicial branch, integration of an AT Tools section on the judicial system’s web page (https://poderjudicial.pr/iniciativas-y-proyectos/programa-de-accesibilidad/). Also, signs are posted throughout Puerto Rican courtrooms to advise visitors about the availability of AT devices for loan at each facility. Individuals who benefit from the use of the AT devices loaned at the courtrooms are then encouraged to contact PRATP to receive other AT related services.
3. What focus areas(s) were addressed by the initiative?
Other: Underserved groups;
4. What AT Act authorized activity(s) were addressed?
Training; Public Awareness; Technical Assistance;
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? | 00 |
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Additional And Leveraged Funds
A. Leveraged Funding for State Plan Activities
| Fund Source | Amount | Use of Funds | Data Reported |
|---|---|---|---|
| State Appropriations | $45,000 | Demonstration | True |
| State Appropriations | $20,000 | Technical Assistance | True |
| State Appropriations | $40,000 | Reuse | True |
| State Appropriations | $30,000 | State Financing | True |
| State Appropriations | $50,000 | Public Awareness, I&A | True |
| State Appropriations | $30,000 | Device Loan | True |
| Private | $1,641 | State Financing | True |
| State Appropriations | $50,000 | Training | True |
| Amount: $266,641 |
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.
B. Public Health Workforce Grant Award |
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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. |
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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 14:18:07 GMT-0600 (Central Standard Time)