Did your approved state plan for this reporting period include any State Financing? | No |
---|---|
Did your approved state plan for this reporting period include conducting a Financial Loan Program? | No |
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? | 00 |
---|
How many state financing activities that allow consumers to obtain AT at a reduced cost were included in your approved state plan? | 00 |
---|
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 00 | 00 | 00 | 00 |
2. AT was only available through the AT program. | 00 | 00 | 00 | 00 |
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 | 00 | 00 | 00 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 00 | 00 | 00 | 00 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 00 | 00 | 00 | 00 |
9. Performance on this measure | NaN% | NaN% | NaN% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 00 | NaN% |
Satisfied | 00 | NaN% |
Satisfied somewhat | 00 | NaN% |
Not at all satisfied | 00 | NaN% |
Nonrespondent | 00 | NaN% |
Total Surveyed | 00 | |
Response rate % | NaN% |
Activity | Number of Individuals Receiving a Device from Activity |
---|---|
A. Device Exchange | 00 |
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 1,550 |
C. Total | 1,550 |
Performance Measure | |
---|---|
D. Device Exchange - Excluded from Performance Measure | 00 |
E. Reassignment/Refurbishment and Repair and Open Ended Loans - 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 |
F. Number of Individuals Included in Performance Measures | 1,550 |
If a number is reported in E you must provide a description of the reason the individuals are excluded from the performance measure:
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 | 00 | $0 | $0 | $0 |
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 | 00 | $0 | $0 | $0 |
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 | 114 | $117,610 | $0 | $117,610 |
Hearing | 14 | $1,150 | $0 | $1,150 |
Speech Communication | 09 | $3,549 | $0 | $3,549 |
Learning, Cognition and Developmental | 204 | $11,412 | $0 | $11,412 |
Mobility, Seating and Positioning | 648 | $101,469 | $0 | $101,469 |
Daily Living | 674 | $51,631 | $0 | $51,631 |
Environmental Adaptations | 32 | $470 | $0 | $470 |
Vehicle Modification & Transportation | 02 | $250 | $0 | $250 |
Computers and Related | 84 | $10,515 | $0 | $10,515 |
Recreation, Sports and Leisure | 44 | $1,374 | $0 | $1,374 |
Total | 1,825 | $299,430 | $0 | $299,430 |
The Catholic Charities Refugee Services contacted the Tennessee Technology Access Program’s collaborating center in West Tennessee. The organization wanted to know if the center had a wheelchair for a small ten-year-old child with disabilities. The center Rehabilitation Engineer took a photograph of the custom-built chair that was donated to the center and emailed it to the Catholic Charities staff member. The Catholic Charities Refugee Services employee called the Rehabilitation Engineer back and said it looked perfect. A staff member from the organization travelled to the center to pick up the wheelchair. After a few days, the Rehabilitation Engineer communicated with another Catholic Charities employee who informed the Engineer that the child had arrived by airplane on a stretcher from another country. The wheelchair supplied by the center worked well for her. The family of the child was very appreciative. The wheelchair from the reutilization program gave the child independence and the ability to be mobile while doing activities with her family.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 20 | 18 | 768 | 806 |
2. AT was only available through the AT program. | 174 | 02 | 87 | 263 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 16 | 02 | 18 | 36 |
4. Subtotal | 210 | 22 | 873 | 1,105 |
5. None of the above | 07 | 02 | 413 | 422 |
6. Subtotal | 217 | 24 | 1,286 | 1,527 |
7. Nonrespondent | 01 | 00 | 22 | 23 |
8. Total | 218 | 24 | 1,308 | 1,550 |
9. Performance on this measure | 96.33% | 91.67% | 66.74% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 996 | 64.26% |
Satisfied | 530 | 34.19% |
Satisfied somewhat | 00 | 0% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 24 | 1.55% |
Total Surveyed | 1,550 | |
Response rate % | 98.45% |
Primary Purpose of Short-Term Device Loan | Number |
---|---|
Assist in decision-making (device trial or evaluation) | 252 |
Serve as loaner during service repair or while waiting for funding | 40 |
Provide an accommodation on a short-term basis for a time-limited event/situation | 90 |
Conduct training, self-education or other professional development activity | 36 |
Total | 418 |
Type of Individual or Entity | Number of Device Borrowers |
---|---|
Individuals with Disabilities | 198 |
Family Members, Guardians, and Authorized Representatives | 107 |
Representative of Education | 65 |
Representative of Employment | 04 |
Representatives of Health, Allied Health, and Rehabilitation | 26 |
Representatives of Community Living | 16 |
Representatives of Technology | 02 |
Total | 418 |
Length of Short-Term Device Loan in Days | 30 |
---|
Type of AT Device | Number |
---|---|
Vision | 80 |
Hearing | 10 |
Speech Communication | 85 |
Learning, Cognition and Developmental | 89 |
Mobility, Seating and Positioning | 32 |
Daily Living | 57 |
Environmental Adaptations | 63 |
Vehicle Modification and Transportation | 00 |
Computers and Related | 98 |
Recreation, Sports and Leisure | 34 |
Total | 548 |
Life suddenly changed for a young woman who was aspiring to become a pharmacist. An incident resulted in her acquiring a traumatic brain injury (TBI). Before her injury, she worked in a veterinary clinic while studying pharmacy. She still had strong social skills, friendships and a desire to interact after her injury. However, some cognitive challenges, motor impairments, and significant expressive aphasia and receptive language impairments made it difficult. She visited the assistive technology center that collaborates with the Tennessee Technology Access Program in Middle Tennessee seeking devices that she could borrow to help with communication. She had been communicating with SnapChat, Instagram, and Facebook, primarily in one-word messages with pictures. Visual symbols made communication easier for her, and the she decided borrow a popular AAC app (Proloquo2Go) from the center. During her device loan, the center received phone calls from her speech therapist, asking if the loan could be extended because she was having such success. During the extension of the loan, her family purchased a tablet and the app for her. A follow-up visit was then scheduled with the center to transfer her vocabulary on the loaner over to the tablet her family purchased. Although she is not returning to pharmacy school, she indicated she wants to reset her career goal to include feeding and caring for animals. The device gave her the hope she needed to pursue a productive, independent career.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 58 | 08 | 114 | 180 |
Decided that an AT device/ service will not meet needs | 11 | 00 | 11 | 22 |
Subtotal | 69 | 08 | 125 | 202 |
Have not made a decision | 08 | 00 | 24 | 32 |
Subtotal | 77 | 08 | 149 | 234 |
Nonrespondent | 07 | 00 | 11 | 18 |
Total | 84 | 08 | 160 | 252 |
Performance on this measure | 84.61% | 100% | 80.05% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 28 | 08 | 21 | 57 |
2. AT was only available through the AT program. | 28 | 08 | 22 | 58 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 01 | 00 | 03 | 04 |
4. Subtotal | 57 | 16 | 46 | 119 |
5. None of the above | 17 | 03 | 07 | 27 |
6. Subtotal | 74 | 19 | 53 | 146 |
7. Nonrespondent | 01 | 02 | 17 | 20 |
8. Total | 75 | 21 | 70 | 166 |
9. Performance on this measure | 76.36% | 78.82% | 71.82% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 303 | 72.49% |
Satisfied | 42 | 10.05% |
Satisfied somewhat | 01 | 0.24% |
Not at all satisfied | 01 | 0.24% |
Nonrespondent | 71 | 16.99% |
Total Surveyed | 418 | |
Response rate % | 83.01% |
Type of AT Device / Service | Number of Demonstrations of AT Devices / Services |
---|---|
Vision | 371 |
Hearing | 18 |
Speech Communication | 73 |
Learning, Cognition and Developmental | 41 |
Mobility, Seating and Positioning | 28 |
Daily Living | 29 |
Environmental Adaptations | 16 |
Vehicle Modification and Transportation | 00 |
Computers and Related | 87 |
Recreation, Sports and Leisure | 24 |
Total # of Devices Loaned | 687 |
Type of Participant | Number of Participants in Device Demonstrations |
---|---|
Individuals with Disabilities | 529 |
Family Members, Guardians, and Authorized Representatives | 367 |
Representatives of Education | 77 |
Representatives of Employment | 06 |
Health, Allied Health, Rehabilitation | 84 |
Representative of Community Living | 37 |
Representative of Technology | 08 |
Total | 1,108 |
Type of Entity | Number of Referrals |
---|---|
Funding Source (non-AT program) | 218 |
Service Provider | 93 |
Vendor | 384 |
Repair Service | 26 |
Others | 00 |
Total | 721 |
Greg is an individual with nerve damage that limits his ability to use a computer for an extended period without experiencing severe pain. The pain he experiences prevents him from using the computer to apply for jobs or recreational purposes. If Greg uses a computer for a few minutes, his hands and arms tense up and begin shaking. The assistive technology (AT) center that collaborates with the Tennessee Technology Access Program demonstrated a variety of alternate mice and voice-control options for the computer. The center Rehabilitation Engineer found a mouse that worked well for him in a neutral position that alleviated the pain. The demonstration provided by the AT center staff then led to a reutilization. Greg was provided a laptop, as well as Dragon naturally speaking (voice control) and the type of mouse that worked for him. The device and software gave him the independence that he was seeking
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 79 | 44 | 453 | 576 |
Decided that an AT device/ service will not meet needs | 08 | 01 | 19 | 28 |
Subtotal | 87 | 45 | 472 | 604 |
Have not made a decision | 18 | 01 | 45 | 64 |
Subtotal | 105 | 46 | 517 | 668 |
Nonrespondent | 03 | 00 | 16 | 19 |
Total | 108 | 46 | 533 | 687 |
Performance on this measure | 80.56% | 97.83% | 88.56% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 863 | 77.89% |
Satisfied | 52 | 4.69% |
Satisfied somewhat | 01 | 0.09% |
Not at all satisfied | 06 | 0.54% |
Nonrespondent | 186 | 16.79% |
Total | 1,108 | |
Response rate % | 83.21% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 48 | 26 | 789 | 863 |
2. AT was only available through the AT program. | 202 | 10 | 109 | 321 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 17 | 02 | 21 | 40 |
4. Subtotal | 267 | 38 | 919 | 1,224 |
5. None of the above | 24 | 05 | 420 | 449 |
6. Subtotal | 291 | 43 | 1,339 | 1,673 |
7. Nonrespondent | 02 | 02 | 39 | 43 |
8. Total | 293 | 45 | 1,378 | 1,716 |
9. Performance on this measure | 91.13% | 84.44% | 66.69% | 71.33% |
ACL Performance Measure | 75% | 75% | 75% | 75% |
Met/Not Met | Met | Met | Not Met | Not Met |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 137 | 52 | 567 | 756 |
Decided that an AT device/ service will not meet needs | 19 | 01 | 30 | 50 |
Subtotal | 156 | 53 | 597 | 806 |
Have not made a decision | 26 | 01 | 69 | 96 |
Subtotal | 182 | 54 | 666 | 902 |
Nonrespondent | 10 | 00 | 27 | 37 |
Total | 192 | 54 | 693 | 939 |
Performance on this measure | 81.25% | 98.15% | 86.15% | 85.84% |
ACL Performance Measure | 70% | 70% | 70% | 70% |
Met/Not Met | Met | Met | Met | Met |
Type of Participant | Number |
---|---|
Individuals with Disabilities | 637 |
Family Members, Guardians and Authorized Representatives | 202 |
Representatives of Education | 343 |
Representatives of Employment | 114 |
Rep Health, Allied Health, and Rehabilitation | 128 |
Representatives of Community Living | 279 |
Representatives of Technology | 18 |
Unable to Categorize | 106 |
TOTAL | 1,721 |
Metro | Non Metro | Unknown | TOTAL |
---|---|---|---|
1,454 | 178 | 195 | 1,827 |
Primary Topic of Training | Participants |
---|---|
AT Products/Services | 1,403 |
AT Funding/Policy/ Practice | 00 |
Information Technology/Telecommunication Access | 19 |
Combination of any/all of the above | 335 |
Transition | 70 |
Total | 1,827 |
Describe innovative one high-impact assistance training activity conducted during the reporting period:
The CEO of the local chapter of a large national non-profit organization requested that a Tennessee Technology Access Program collaborating assistive technology (AT) center to facilitate 'disability training' for one of their organizations, Healing Horses. The CEO also coordinated with two other entities that provide equine therapy for individuals with disabilities. The AT center facilitated the disability education training, which was an all-day, six-hour training. The AT Center ABA specialist, OT/Director of Therapeutic Services, Music Therapist, and AT specialist conducted and facilitated training. The training consisted of discussions about a variety of accommodations and techniques for a multitude of disabilities. The education was a success, and positive feedback was received from all who participated. The organizations expressed that “this was one of the most organized and well thought out trainings with so much information.” This training produced future collaborations and training, as well as potential referrals to the AT center.
Breifly describe one training activity related to transition conducted during the reporting period:
The assistive technology center in south west Tennessee that collaborates with the Tennessee Technology Access Program provided training to individuals preparing to transition to an independent living environment. The center Outreach Graduate Assistant conducted the training on how to use adaptive equipment for safe cooking and adaptive silverware. The adaptive equipment included items such as the long-handled mitt used for getting hot items out of the oven. This would help improve safety when removing those items. The clients needed the skills to prepare fresh, healthy food to transition to their homes and live independently. One concern was individuals having the ability to safely slice apples, oranges, carrots, celery, and other fresh foods without assistance from another person Techniques and equipment were used to train on safe cutting with knives to accomplish this task. This training on the use adaptive kitchen aids assisted clients in overcoming barriers to food preparation and safety. In fact, the clients have since shared an interest in being able to use these items in a work environment. The clients loved to cook before having a disability, and the training helped bring a part of that back to them. The training was a small step forward, but a giant effort in making a dream of independence become a possibility.
Breifly describe one training activity related to Information and Communication Technology accessibility:
A collaborating Tennessee Technology Access Program center provided a training session on creating accessible .pdf files. They made resources available to review the information. The training incorporated a video the center had created demonstrating the interaction with an accessible PDF while using a screen reader, helping to emphasize the importance of creating accessible documents. During the session, a dual headset was demonstrated to answer calls and mute the screen reader to showing how someone working in that setting could also manage could manage that aspect of employment.
Outcome/Result From IT/Telecommunications Training Received | Number |
---|---|
IT and Telecommunications Procurement or Dev Policies | 00 |
Training or Technique Assistance will be developed or implemented | 00 |
No known outcome at this time | 00 |
Nonrespondent | 19 |
Total | 19 |
Performance Measure Percentage | 0% |
RSA Target Percentage | 70% |
Met/Not Met | Not Met |
The contracted centers have not focused on the ICT training. This was discussed at center visits during the last quarter of the fiscal year, noting this important requirement. Methods have been discussed about the separate centers working collaboratively on this task, resulting in improved outcomes for the next year.
Education | 39.4% |
---|---|
Employment | 12.7% |
Health, Allied Health, Rehabilitation | 10.1% |
Representative of Community Living | 33.5% |
Technology (IT, Telecom, AT) | 4.3% |
Total | 100% |
Describe Innovative one high-impact assistance activity that is not related to transition:
A collaborating Tennessee Technology Access Program center provided technical assistance as a private university was working to make great strides to improve the accessibility needs of all of its students. In the last year, they have focused on updating vision equipment and software based on the needs of incoming freshmen and ongoing needs of sophomore, junior, and senior students. The school purchased new software but quickly realized that their employees and students did not know how to use it. The center then provided supplemental training and assistance to staff so that they could better support students. Many students with vision needs have personal phones and computers that they use to meet their needs, but there are still needs the school must accommodate though technology such as the software. It is one thing for the school to purchase software, but it is another to know how to use it proficiently. Center staff, a Certified Rehabilitation Counsellor and an Assistive Technology
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
The Tennessee Technology Access Program’s collaborating assistive technology center Rehabilitation Engineer provided technical assistance to educators regarding options to assist the job coaches working with individuals when they are transitioning from education to employment. The technical assistance involved exploring options for using video modelling, teleconferences, and computers during this process. Specific topics included how using these tools can help a job coach teach an individual a job task that is new to them. One simple example discussed during the process was taking a phone message and using video modelling. The job coach could answer the phone and then take a message to give to a person who was not available at the moment. The job coach would diligently to show the individual the process (model) by reaching for a piece of paper, writing the caller’s name and phone number, repeating the phone number, and then repeating any specific instructions for the person to know or
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 of the contracted TTAP assistive technology centers partnered with TN Low Vision, National Library for the Blind and Physically Handicapped, and a local low vision physician to establish the first annual TN Low Vision Expo. The event included an exhibit areas for assistive technology vendors as well as others providing services relevant to individuals with vision loss. Guest speakers covered topics related to coping with vision loss, "Ask the Doctor", and assistive technology. The target audience was individuals with vision loss and family members. Approximately 75-100 attended the event. The event resulted in more information being available to those in need of devices and services, increased awareness of the local assistive technology center, and potentially an increase in referrals. The first year was a great success, resulting in a second event planned the following year.
2. The director and another staff member of one of the TTAP partner centers were invited to speak at the continuing education evening for all of the art teachers in Knox county. They led an activity showing the challenges of making art as a person affected by disabilities. They then demonstrated many types of art supplies that are adapted to different disabilities. They discussed different apps to use in the classroom that enhance the art experience for people with communication and vision difficulties. The group was very interested and provided great feedback. One woman started crying because she realized how difficult it was for her daughter with a disability. Many people spoke with staff afterwards afterward and thanked them for providing easy and free resources for adapting the art room for students with disabilities.
Types of Recipients | AT Device/ Service |
AT Funding | Total |
---|---|---|---|
Individuals with Disabilities | 1,324 | 87 | 1,411 |
Family Members, Guardians and Authorized Representatives | 306 | 48 | 354 |
Representative of Education | 72 | 13 | 85 |
Representative of Employment | 08 | 00 | 08 |
Representative of Health, Allied Health, and Rehabilitation | 66 | 21 | 87 |
Representative of Community Living | 59 | 18 | 77 |
Representative of Technology | 05 | 01 | 06 |
Unable to Categorize | 00 | 00 | 00 |
Total | 1,840 | 188 | 2,028 |
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 |
---|
1. In one or two sentences, describe the outcome. Be as specific as possible about exactly what changed during this reporting period as a result of the AT program's initiative.
2. In one or two sentences, describe the written policies, practices, and procedures that have been developed and implemented as a result of the AT program's initiative. Include information about how to obtain the full documents, such as a Web site address or e-mail address of a contact person, but do not include the full documents here. (If there are no written polices, practices and procedures, explain why.)
3. What was the primary area of impact for this state improvement outcome?
1. In one or two sentences, describe the outcome. Be as specific as possible about exactly what changed during this reporting period as a result of the AT program's initiative.
2. In one or two sentences, describe the written policies, practices, and procedures that have been developed and implemented as a result of the AT program's initiative. Include information about how to obtain the full documents, such as a Web site address or e-mail address of a contact person, but do not include the full documents here. (If there are no written polices, practices and procedures, explain why.)
3. What was the primary area of impact for this state improvement outcome?
Did you have Additional and Leveraged Funding to Report? | No |
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Fund Source | Amount | Use of Funds |
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Fund Source | Amount | Use of Funds | Individuals Served | Other Outcome |
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Association of Assistive Technology Act Programs . Saved: Fri May 04 2018 15:30:28 GMT-0500 (Central Daylight Time)