National Assistive Technology Act Data System

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

2. Income of Applicants to Whom Loans Were Made

3. Loan Type

4. Interest Rates

5. Types and Dollar Amounts of AT Financed

6. Defaults

Activity 1

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

3. Types and Dollar Amounts of AT Funded

G. Notes:

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

G. Notes:

Our partner agency, the New England Assistive Technology (NEAT) Center closed temporarily at the end of June 2018. The purpose of the closure was to clean out it's space, repaint, purge old and outdated equipment, review policies, procedures and best practices. The intent is to reopen their reuse services before the end of 2018. As a result of this closure, reuse numbers have been impacted and will be greatly reduced in comparison to previous fiscal years. It is our hope that upon reopening with best practices in place the quality of services will be enhanced although the quantity may not be as high as in years past.

I. Notes:

G. Notes:

B. Description of Training Activities

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

Over the summer, the statewide AT Act program partner the NEAT Center and their entire team conducted a graduate level, AT Course as part of the Teacher Certification Program for College Graduates at the Neag School of Education at the University of Connecticut (UCONN). This course provided training on all aspects and arenas of Assistive Technology. The purpose of the course was to help prepare future Special Education Teachers with knowledge, skills and resources to support all of their students.

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

The AT Act Program partner, EASTCONN, provided a hands-on training session to teach students ages 18-21 organization, time management and productivity skills by utilizing Assistive Technology. Specifically the training focused on how to use built-in features of their smartphones and specific apps to keep track of appointments, work schedules and to manage their activities, tasks and time. These skills will be invaluable to the students as they transition out of high school and into the world of work, training, or post-secondary education.

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

A full day training was provided to a small group of educators and individuals with visual impairments focusing on a Braille device, it's features and ICT. The training provided an emphasis on special features that support ICT accessibility such as creating Braille and text documents in multiple languages. Some teachers of students with visual impairments were present to help students transition into the adult world after high school.

E. Notes:

The AT Act Program Director will be participating in a new committee for the state Department of Rehabilitation Services whose focus will be on the accessibility of electronic documents and website accessibility. One of the outcomes of the committee will to be offer training to internal and external entities on creating accessible documents and websites which may lead to higher ICT training numbers in the coming year(s).

B. Description of Technical Assistance

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

As part of WIOA, the Local Workforce Board were required to undergo certification of the One-Stop Career centers in each region of CT to ensure that at least the primary One-Stop in each area is accessible to individuals with disabilities, from both a physical barrier perspective as well as a programmatic perspective. The AT Act Program Director was assigned to represent the Dept of Rehabilitation Services during the assessment process of 3 regional One-Stop Centers along with 4 affiliate sites. Recommendations to meet the minimum ADA accessibility requirements were made along with recommendations for enhancements for universal design and best practices.

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

In CT, pre-employment transition services have been rebranded to DORS Level Up. CT AT Act Program Director provides ongoing TA to DORS Level Up Counselors as well as oversees training and operation of the DORS Level Up App and DORS Level Up Camp.

C. Notes:

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. As part of an Assistive Technology Forum at the CT Legislative Office Building, sponsored by the CT Autism Coalition, the CT AT Act Program and several partner agencies presented a professional panel on Assistive Technology services offered in CT for individuals with disabilities Across the Lifespan and across all areas of life - home, community, education and employment. There were approximately 150 family members, professionals, community service providers and legislators in the audience. The event was also recorded for the purposes of sharing the information with a wider audience. There is potential impact on legislators and legislation as a result of this forum, along with a plan to do several additional panels specifically focused on disability populations and/or Assistive Technology devices.

2. This high-impact session allowed participants, who were primarily Human Resources representatives, to have experiential learning through various stations of disabilities and Assistive Technology. Afterwards, participants reviewed new insights from their as an individual with a disability; knowledge of, and experience with, state-of-the-art assistive technology; and strategies, outcomes, and lessons learned from leading practice employers of people with disabilities with an emphasis on the benefits of creating disability inclusion in the workplace. 20 employers were represented.

Notes:

Not all Statewide AT Act Program partners collect I&A as a separate data point, as they provide direct services of device lending, demonstrations, or reuse where consumers are counted.