National Assistive Technology Act Data System
Annual Progress Report - Full Report
Guam 2018
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? | Yes |
| Area of Residence | Total | ||
|---|---|---|---|
|
Metro RUCC 1-3 |
Non-Metro RUCC 4-9 |
||
| Approved Loan made | 00 | 03 | 03 |
| Approved Not made | 00 | 00 | 00 |
| Rejected | 00 | 01 | 01 |
| Total | 00 | 04 | 04 |
2. Income of Applicants to Whom Loans Were Made
| Lowest Income: | $9,096 | Highest Income: | $16,900 |
|---|
| Sum of Incomes | Loans Made | Average Annual Income |
|---|---|---|
| $36,996 | 03 | $12,332 |
| Income Ranges | Total | ||||||
|---|---|---|---|---|---|---|---|
| $15,000 or Less |
$15,001- $30,000 |
$30,001- $45,000 |
$45,001- $60,000 |
$60,001- $75,000 |
$75,001 or More |
||
| Number of Loans | 02 | 01 | 00 | 00 | 00 | 00 | 03 |
| Percentage of Loans | 66.67% | 33.33% | 0% | 0% | 0% | 0% | 100% |
3. Loan Type
| Type of Loan | Number of Loans | Percentage of loans |
|---|---|---|
| Revolving Loans | 00 | 0% |
| Partnership Loans | ||
| Without interest buy-down or loan guarantee | 00 | 0% |
| With interest buy-down only | 00 | 0% |
| With loan guarantee only | 03 | 100% |
| With both interest buy-down and loan guarantee | 00 | 0% |
| Total | 03 | 100% |
| Type of Loan | Number of Loans | Dollar Value of Loans |
|---|---|---|
| Revolving Loans | 00 | $0 |
| Partnership Loans | 03 | $8,396 |
| Total | 03 | $8,396 |
4. Interest Rates
| Lowest | 2.13% |
|---|---|
| Highest | 2.13% |
| Sum of Interest Rates | Number of Loans Made | Average Interest Rate |
|---|---|---|
| 06 | 03 | 2.13% |
| Interest Rate | Number of loans |
|---|---|
| 0.0% to 2.0% | 00 |
| 2.1% to 4.0% | 03 |
| 4.1% to 6.0% | 00 |
| 6.1% to 8.0% | 00 |
| 8.1% - 10.0% | 00 |
| 10.1%-12.0% | 00 |
| 12.1%-14.0% | 00 |
| 14.1% + | 00 |
| Total | 03 |
5. Types and Dollar Amounts of AT Financed
| Type of AT | Number of Devices Financed | Dollar Value of Loans |
|---|---|---|
| Vision | 00 | $0 |
| Hearing | 02 | $3,200 |
| Speech communication | 00 | $0 |
| Learning, cognition, and developmental | 00 | $0 |
| Mobility, seating and positioning | 01 | $5,196 |
| Daily living | 00 | $0 |
| Environmental adaptations | 00 | $0 |
| Vehicle modification and transportation | 00 | $0 |
| Computers and related | 00 | $0 |
| Recreation, sports, and leisure | 00 | $0 |
| Total | 03 | $8,396 |
6. Defaults
| Number Loans in default | 01 |
|---|---|
| Net loss for loans in default | $5,196 |
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? | 00 |
|---|
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? | 00 |
|---|
D. Anecdote
Mr. Tudela, a 75 year old retiree, was diagnosed with bilateral hearing loss and tinnitus, conditions that he had been experiencing over the last five years. This affected his daily interaction as at times he felt embarrassed when having conversations because he was not sure what was being said. His also had problems using a phone. After undergoing a hearing evaluation, his audiologist recommended hearing aids for both ears to improve communication and to manage the tinnitus symptoms. The audiologist informed him about the Akudi Loan Program, Guam’s Alternative Loan Financing Program, to help him acquire the devices he needed. After receiving detailed information and guidance in completing his loan application, the Akudi Loan Review Committee determined he was a good candidate and approved his loan on January 19, 2018 and the hearing aids were ordered and received shortly after. Mr. Tudela shared that obtaining and using the hearing aids has significantly improved his ability to communicate with the people at home, in the community, and in social events. He is pleased with the community resources available to help him acquire these life-changing devices which have improved his overall quality of life.
After working in the shipping industry and being exposed daily to loud machinery over the years, Mr. Palisoc reported having bilateral hearing loss, tinnitus, and a history of two ear surgeries. Because of the impact of the high noise environment, he felt he had to leave this job. Based on the evaluation of his audiologist, it was recommended that he obtain hearing aids for both ears to improve localization, communication, manage tinnitus symptoms, and enhance auditory memory. Concerned about the high cost of hearing aids given his limited financial capabilities, Mr. Palisoc was very happy to learn from his audiologist about low interest loan supports provided by the Akudi Loan Program. He sought the assistance of the GSAT Center to complete the necessary application forms, submitted them and received approval on a timely basis from the Loan Review Committee. After receiving his customized hearing aids, Mr. Palisoc now feels better suited to rejoin the workforce and is actively seeking employment.
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. | 00 | 00 | 03 | 03 |
| 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 | 03 | 03 |
| 5. None of the above | 00 | 00 | 00 | 00 |
| 6. Subtotal | 00 | 00 | 03 | 03 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 00 | 00 | 03 | 03 |
| 9. Performance on this measure | NaN% | NaN% | 100% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 03 | 100% |
| Satisfied | 00 | 0% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 03 | |
| 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 | 00 |
| B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 06 |
| C. Total | 06 |
| 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 | 06 |
If a number is reported in E you must provide a description of the reason the individuals are excluded from the performance measure:
Individual are excluded from the performance measure because AT was provided on behalf of the VR agency
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 | 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 |
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 | 01 | $25 | $0 | $25 |
| Hearing | 00 | $0 | $0 | $0 |
| Speech Communication | 00 | $0 | $0 | $0 |
| Learning, Cognition and Developmental | 00 | $0 | $0 | $0 |
| Mobility, Seating and Positioning | 06 | $4,057 | $0 | $4,057 |
| 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 | $4,082 | $0 | $4,082 |
D. Anecdote
Upon learning about the Reutilization program at the Guam System for Assistive Technology (GSAT), a social worker with a home health care company contacted GSAT seeking an electric hospital bed for her client, who was recovering from a stroke. Although the client had veterans and Medicare benefits, AT equipment such as hospital beds are usually special ordered which may take weeks, if not months, to arrive in Guam. This prompted the family to seek more immediate assistance. Two days after seeking assistance from GSAT, Mr. Borja, a regular GSAT client, visited the Center and informed the staff that he had an electric hospital bed available for donation. GSAT staff notified the social worker immediately, informing her of the good news. Her client’s family established contact with Mr. Borja to make arrangements to pick up the bed from his residence. The family was very happy and surprised that a bed, valued at $3,000, was given to them at no cost and so quickly.
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. | 00 | 00 | 02 | 02 |
| 2. AT was only available through the AT program. | 01 | 00 | 00 | 01 |
| 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 | 05 | 06 |
| 5. None of the above | 00 | 00 | 00 | 00 |
| 6. Subtotal | 01 | 00 | 05 | 06 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 01 | 00 | 05 | 06 |
| 9. Performance on this measure | 100% | NaN% | 100% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 06 | 100% |
| Satisfied | 00 | 0% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 06 | |
| Response rate % | 100% |
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) | 13 |
| Serve as loaner during service repair or while waiting for funding | 05 |
| Provide an accommodation on a short-term basis for a time-limited event/situation | 13 |
| Conduct training, self-education or other professional development activity | 05 |
| Total | 36 |
B. Short-Term Device Loan by Type of Borrower
| Type of Individual or Entity | Number of Device Borrowers |
|---|---|
| Individuals with Disabilities | 16 |
| Family Members, Guardians, and Authorized Representatives | 10 |
| Representative of Education | 08 |
| Representative of Employment | 00 |
| Representatives of Health, Allied Health, and Rehabilitation | 01 |
| Representatives of Community Living | 01 |
| Representatives of Technology | 00 |
| Total | 36 |
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 |
|---|---|
| Vision | 11 |
| Hearing | 01 |
| Speech Communication | 02 |
| Learning, Cognition and Developmental | 02 |
| Mobility, Seating and Positioning | 21 |
| Daily Living | 05 |
| Environmental Adaptations | 00 |
| Vehicle Modification and Transportation | 00 |
| Computers and Related | 01 |
| Recreation, Sports and Leisure | 02 |
| Total | 45 |
E. Anecdote
GSAT personnel participated in an outreach activity, at the invitation of the Occupational and Physical Therapy Association of Guam, to commemorate “Cerebral Palsy Awareness Month” on a Saturday held at a local mall. During this activity, Ashkan, a four year-old who has cerebral palsy, tried out the Firefly Upsee Mobility Harness for the first time under the watchful eye of his mother. The Firefly Upsee Mobility Harness is a device that allows a child to be safely strapped into a harness while connected to an adult which enables the child to stand and walk with support. Taken from the comfort of a stroller and initially appearing bothered and uninterested, Ashkan’s demeanor quickly changed when he realized that the Mobility Harness provided support for him to safely be placed in an upright position that in turn allowed him to take steps and move around with his mother. Big smiles from this child were quick and obvious indicators that this device was a winner for this young man! Interested in the harness, the parents came shortly after the outreach event to GSAT to borrow the device for 30 days. The parents were extremely pleased with their son’s response when using this AT device and decided to purchase the Mobility Harness directly from the vendor. Ashkan loves the sense of freedom it provides and the experience of being able to move around upright.
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 | 00 | 00 | 08 | 08 |
| Decided that an AT device/ service will not meet needs | 02 | 00 | 03 | 05 |
| Subtotal | 02 | 00 | 11 | 13 |
| Have not made a decision | 00 | 00 | 00 | 00 |
| Subtotal | 02 | 00 | 11 | 13 |
| Nonrespondent | 00 | 00 | 00 | 00 |
| Total | 02 | 00 | 11 | 13 |
| Performance on this measure | 100% | NaN% | 100% | |
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. | 01 | 00 | 00 | 01 |
| 2. AT was only available through the AT program. | 04 | 01 | 03 | 08 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 01 | 00 | 07 | 08 |
| 4. Subtotal | 06 | 01 | 10 | 17 |
| 5. None of the above | 00 | 00 | 02 | 02 |
| 6. Subtotal | 06 | 01 | 12 | 19 |
| 7. Nonrespondent | 02 | 00 | 02 | 04 |
| 8. Total | 08 | 01 | 14 | 23 |
| 9. Performance on this measure | 100% | 100% | 83.33% | |
H. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 30 | 83.33% |
| Satisfied | 06 | 16.67% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 36 | |
| 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 | 07 |
| Hearing | 04 |
| Speech Communication | 02 |
| Learning, Cognition and Developmental | 00 |
| Mobility, Seating and Positioning | 02 |
| Daily Living | 01 |
| Environmental Adaptations | 00 |
| Vehicle Modification and Transportation | 00 |
| Computers and Related | 02 |
| Recreation, Sports and Leisure | 00 |
| Total # of Devices Demonstrated | 18 |
B. Types of Participants
| Type of Participant | Number of Participants in Device Demonstrations |
|---|---|
| Individuals with Disabilities | 13 |
| Family Members, Guardians, and Authorized Representatives | 10 |
| Representatives of Education | 03 |
| Representatives of Employment | 00 |
| Health, Allied Health, Rehabilitation | 01 |
| Representative of Community Living | 00 |
| Representative of Technology | 00 |
| Total | 27 |
C. Number of Referrals
| Type of Entity | Number of Referrals |
|---|---|
| Funding Source (non-AT program) | 09 |
| Service Provider | 02 |
| Vendor | 10 |
| Repair Service | 00 |
| Others | 00 |
| Total | 21 |
D. Anecdote
On September 18, 2018, Melanie visited GSAT for a device demonstration featuring the Fanstel and Geemarc amplification phones. She was looking for a telephone that would allow her grandpa, Luciano, to communicate with ease. Through GSAT’s 30 Day Device Loan Program, Melanie was able to borrow the Geemarc Amplification Telephone, which is similar to a regular telephone, but with additional features that accommodate individuals with hearing loss. Luciano, 95, has had significant hearing loss for the last 10 years. According to Melanie, her grandfather uses his hearing aids, but often forgets to put them on when he is at home. After losing his wife, Luciano moved in with his granddaughter Melanie who worries about his ability to communicate when he is by himself. “Most conversations with him go one way,” Melanie shared, when asked what struggles her grandfather experiences with his hearing loss. Melanie also shared, “he can speak to you and everything is fine, but when you speak to him he just can’t hear you.” Most of the time Luciano is at home by himself and as he goes about his day, Melanie worries about what would happen if he cannot communicate with friends or family when they call. Her biggest worry comes from if he is suddenly faced with an emergency and is unable to communicate via the 911 system. After seeing the various features available on different phones, Luciano and Melanie decided to borrow the Geemarc Amplification Phone which has enabled Luciano to communicate with ease on a telephone. The simple and helpful features are what allow Luciano to be one call away from help if he ever needed it. Both Luciano, and Melanie are considering purchasing a amplification phone of their own.
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 05 | 02 | 10 | 17 |
| Decided that an AT device/ service will not meet needs | 00 | 00 | 00 | 00 |
| Subtotal | 05 | 02 | 10 | 17 |
| Have not made a decision | 00 | 00 | 01 | 01 |
| Subtotal | 05 | 02 | 11 | 18 |
| Nonrespondent | 00 | 00 | 00 | 00 |
| Total | 05 | 02 | 11 | 18 |
| Performance on this measure | 100% | 100% | 90.91% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 27 | 100% |
| Satisfied | 00 | 0% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total | 27 | |
| Response rate % | 100% |
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. | 01 | 00 | 05 | 06 |
| 2. AT was only available through the AT program. | 05 | 01 | 03 | 09 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 01 | 00 | 10 | 11 |
| 4. Subtotal | 07 | 01 | 18 | 26 |
| 5. None of the above | 00 | 00 | 02 | 02 |
| 6. Subtotal | 07 | 01 | 20 | 28 |
| 7. Nonrespondent | 02 | 00 | 02 | 04 |
| 8. Total | 09 | 01 | 22 | 32 |
| 9. Performance on this measure | 77.78% | 100% | 81.82% | 81.25% |
| ACL Performance Measure | 75% | 75% | 75% | 75% |
| Met/Not Met | Met | Met | 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 | 05 | 02 | 18 | 25 |
| Decided that an AT device/ service will not meet needs | 02 | 00 | 03 | 05 |
| Subtotal | 07 | 02 | 21 | 30 |
| Have not made a decision | 00 | 00 | 01 | 01 |
| Subtotal | 07 | 02 | 22 | 31 |
| Nonrespondent | 00 | 00 | 00 | 00 |
| Total | 07 | 02 | 22 | 31 |
| Performance on this measure | 100% | 100% | 95.45% | 96.77% |
| ACL Performance Measure | 70% | 70% | 70% | 70% |
| Met/Not Met | Met | Met | Met | Met |
Training
A. Training Participants: Number and Types of Participants; Geographical Distribution
| Type of Participant | Number |
|---|---|
| Individuals with Disabilities | 36 |
| Family Members, Guardians and Authorized Representatives | 12 |
| Representatives of Education | 57 |
| Representatives of Employment | 22 |
| Rep Health, Allied Health, and Rehabilitation | 01 |
| Representatives of Community Living | 31 |
| Representatives of Technology | 00 |
| Unable to Categorize | 24 |
| TOTAL | 183 |
| Metro | Non Metro | Unknown | TOTAL |
|---|---|---|---|
| 00 | 183 | 00 | 183 |
B. Training Topics
| Primary Topic of Training | Participants |
|---|---|
| AT Products/Services | 00 |
| AT Funding/Policy/ Practice | 00 |
| Information Technology/Telecommunication Access | 08 |
| Combination of any/all of the above | 135 |
| Transition | 40 |
| Total | 183 |
B. Description of Training Activities
Describe innovative one high-impact assistance training activity conducted during the reporting period:
Ms. Leah Abelon, Assistive Technology Center Coordinator, conducted a presentation on February 16, 2018 on assistive technology in school libraries attended by 27 public school library staff members. Ms. Abelon shared information on adaptive tools, computer software and hardware to enhance library accessibility for patrons. The Center’s media specialist also conducted training on how to create accessible documents as this a requirement of Section 508 of the Rehabilitation Act. Feedback from participants was very positive, with attendees requesting more training and resources for librarians at their respective schools as they have identified individuals that could use the resources and knowledge pertaining to various devices, accessible formats, and related laws and policies.
Breifly describe one training activity related to transition conducted during the reporting period:
GSAT sponsored and facilitated the 24th Annual Assistive Conference on March 2, 2018. This year's theme: “Assistive Technology: Breaking Barriers to Accessibility and Independence,” focused on Assistive Technology and how it plays an important role in assisting in the inclusion of individuals with disabilities into the community, workplace, and education settings. Presenters included members from from various agencies including the Department of Integrated Services on Disabilities (DISID), and Guam Department of Education. Off-island guests from the National Deaf Center on Postsecondary Outcomes conducted one of the keynote presentations on how assistive technology is an important tool to reduce barriers and increase communication access for deaf and hard of hearing individuals in both education and employment environments. Their session included a myriad of options available for assistive and communication technology for education and training settings. Participants were given guidance, tools, and resources essential to employing effective services for deaf and hard of hearing Self-advocates. In addition to plenary and formal presentations, participants engaged in interactive activities facilitated by students taking an AT class through the School of Education, University of Guam. Another University student, who is blind, conducted a presentation on her experiences using the Orcam and KNFB, an app for smartphones.
Breifly describe one training activity related to Information and Communication Technology accessibility:
On July 27, 2018, the Guam System for Assistive Technology Center Coordinator, presented an interactive workshop entitled “Creating Accessible Office Documents and Using Windows Ease of Access” at the Department of Integrated Services for Individuals with Disabilities (DISID) Computer Lab. Eight individuals participated in the training that included staff from DISID, the Public Defender Service Corporation, and AmeriCorps. The workshop highlighted topics on visibility, audibility, and mobility. The workshop also focused on ensuring that documents are formatted for individuals with disabilities to be able to access them.
D. IT/Telecommunications Training Performance Measure
| 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 | 08 |
| No known outcome at this time | 00 |
| Nonrespondent | 00 |
| Total | 08 |
| Performance Measure Percentage | 100% |
| RSA Target Percentage | 70% |
| Met/Not Met | Met |
E. Notes:
Technical Assistance
A. Frequency and Nature of Technical Assistance
| Education | 100% |
|---|---|
| Employment | 0% |
| Health, Allied Health, Rehabilitation | 0% |
| Community Living | 0% |
| Technology (IT, Telecom, AT) | 0% |
| Total | 100% |
B. Description of Technical Assistance
Describe Innovative one high-impact assistance activity that is not related to transition:
On October 10, 2017, the AT Program staff, the Guam Department of Education Vision Instructor, and Accommodative Service Personnel from Guam Community College discussed solutions for a student who is blind. The student was having difficulty accessing math assignments relating to geometry as JAWS, the screen reading software that she was using at the time, missed certain notations in equations. The recommendations from the group, which also included the student, was to use a PDF file format to be used with the Braillenote, producing a tactile image of the shapes with corresponding Braille labels, and a Braille Math Kit as an alternative to assist in completing the assignment. After implementing these strategies, the student was able to more easily access assignments and she was able to make progress in her math course.
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
N/A
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. On April 11, 2018, GSAT Center Coordinator conducted an Assistive Technology Presentation for patients and staff of the Skilled Nursing Unit, under the Guam Memorial Hospital Authority. The presentation provided an opportunity for patients to be aware of assistive technology that can meet their needs. This was made possible through an invitation from the Unit’s Social Worker. GSAT and Akudi Loan brochures were disseminated, and AT for daily living was demonstrated. The awareness of the different types of AT provided patients the opportunity to learn about AT and take advantage of the resources available to them. After the presentation, the Physical Therapists gathered more information to share with the families, and referred several clients that need to borrow equipment using the short term loan.
2. The National Association of Social Work (NASW) held their Annual Conference on March 16, 2018. The theme for this event was "Para U Nina’lametgot i Seguridåt Tinaotao Nu iInafa’maolek, Fina’taotao, yan Inadáhi," which means “Strengthening Human Security with Interdependence, Mutual Respect, and Social Care.” It’s critical that individuals with disabilities are provided AT access to assist them in activities of daily living. The conference was designed to increase the participants’ knowledge and skills regarding Assistive Technology and how it positively impacts individuals with disabilities. Information on alternative financing programs was shared. The presentation also provided a brief technical assistance on how to create accessible documents, specially for service providers who will be providing accommodations to individuals with disabilities. GSAT provided information on services, and presented the different types and features of AT for diverse disabilities.
Information And Assistance
| Types of Recipients | AT Device/ Service |
AT Funding | Total |
|---|---|---|---|
| Individuals with Disabilities | 50 | 18 | 68 |
| Family Members, Guardians and Authorized Representatives | 46 | 12 | 58 |
| Representative of Education | 20 | 03 | 23 |
| Representative of Employment | 00 | 00 | 00 |
| Representative of Health, Allied Health, and Rehabilitation | 09 | 03 | 12 |
| Representative of Community Living | 35 | 01 | 36 |
| Representative of Technology | 01 | 01 | 02 |
| Unable to Categorize | 00 | 00 | 00 |
| Total | 161 | 38 | 199 |
Notes:
State Improvement Outcomes
| 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 |
|---|
A. State Improvements
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?
B. State Improvements
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?
Additional And Leveraged Funds
Additional and Leveraged Funds
| Did you have Additional and Leveraged Funding to Report? | Yes |
|---|
A. Leveraged Funding for State Plan Activities
| Fund Source | Amount | Use of Funds |
|---|---|---|
| Federal | $150 | Training |
| Federal | $1,500 | Training |
| Amount: $1,650 |
B. Leveraged Funding for Activities Not in State Plan (data not previously reported in other activity sections)
| Fund Source | Amount | Use of Funds | Individuals Served | Other Outcome |
|---|
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).
Association of Assistive Technology Act Programs . Saved: Wed Mar 13 2019 14:07:17 GMT-0500 (Central Daylight Time)