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 |
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? | 01 |
---|
How would you describe this state financing activity? | Other: STAR administers Minnesota's centralized reasonable accommodation fund for Executive Branch agencies |
---|
County of Residence | Individuals Served |
---|---|
A. Metro (RUCC 1-3) | 10 |
B. Non-Metro (RUCC 4-9) | 00 |
C. Total Served | 10 |
Performance Measure | Number |
---|---|
D. Excluded from Performance Measure | 10 |
E. Number of Individuals Included in Performance Measures | 00 |
If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance measure:
Executive Branch agencies have a legal responsibility to provide reasonable accommodations, therefore this information should be excluded.
Type of AT Device / Service | Number of Devices Funded |
Value of
AT Provided |
---|---|---|
Vision | 03 | $5,044 |
Hearing | 02 | $2,159 |
Speech communication | 00 | $0 |
Learning, cognition, and developmental | 00 | $0 |
Mobility, seating and positioning | 05 | $12,577 |
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 | 10 | $19,780 |
How many state financing activities that allow consumers to obtain AT at a reduced cost were included in your approved state plan? | 00 |
---|
State employee received a handheld video magnifier as a part of a reasonable work accommodation.
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 | 10 | 100% |
Satisfied | 00 | 0% |
Satisfied somewhat | 00 | 0% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total Surveyed | 10 | |
Response rate % | 100% |
In addition to the AT listed above, the accommodation fund approved 103 requests for ASL interpreters or CART services with a total value of $261,352.
Activity | Number of Individuals Receiving a Device from Activity |
---|---|
A. Device Exchange | 04 |
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 184 |
C. Total | 188 |
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 | 188 |
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 | 03 | $750 | $0 | $750 |
Learning, Cognition and Developmental | 00 | $0 | $0 | $0 |
Mobility, Seating and Positioning | 00 | $0 | $0 | $0 |
Daily Living | 00 | $0 | $0 | $0 |
Environmental Adaptations | 01 | $160 | $0 | $160 |
Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
Computers and Related | 00 | $0 | $0 | $0 |
Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
Total | 04 | $910 | $0 | $910 |
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 | 03 | $5,450 | $0 | $5,450 |
Hearing | 01 | $199 | $0 | $199 |
Speech Communication | 145 | $254,989 | $0 | $254,989 |
Learning, Cognition and Developmental | 01 | $150 | $0 | $150 |
Mobility, Seating and Positioning | 01 | $250 | $0 | $250 |
Daily Living | 00 | $0 | $0 | $0 |
Environmental Adaptations | 33 | $14,031 | $0 | $14,031 |
Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
Computers and Related | 00 | $0 | $0 | $0 |
Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
Total | 184 | $275,069 | $0 | $275,069 |
One of our partners, the ALS Association Minnesota, North Dakota, South Dakota Chapter, provided an open-ended loan of a Mount'N Mover system to a gentleman diagnosed with ALS who uses a wheelchair and communication device. This open-ended loan allowed him to attach his communication device to his wheelchair. Now he can use his communication device with ease no matter where he finds himself--whether at home or in the community. This loan even allowed him to attend a special meeting with students at the University of Minnesota who are working on technology solutions (e.g., eye gaze, gesture and voice control systems) and wanted to understand better the needs and perspective of AT users.
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 | 185 | 185 |
2. AT was only available through the AT program. | 00 | 02 | 01 | 03 |
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 | 02 | 186 | 188 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 00 | 02 | 186 | 188 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 00 | 02 | 186 | 188 |
9. Performance on this measure | NaN% | 100% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 186 | 98.94% |
Satisfied | 02 | 1.06% |
Satisfied somewhat | 00 | 0% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total Surveyed | 188 | |
Response rate % | 100% |
Primary Purpose of Short-Term Device Loan | Number |
---|---|
Assist in decision-making (device trial or evaluation) | 513 |
Serve as loaner during service repair or while waiting for funding | 19 |
Provide an accommodation on a short-term basis for a time-limited event/situation | 65 |
Conduct training, self-education or other professional development activity | 26 |
Total | 623 |
Type of Individual or Entity | Number of Device Borrowers |
---|---|
Individuals with Disabilities | 137 |
Family Members, Guardians, and Authorized Representatives | 147 |
Representative of Education | 255 |
Representative of Employment | 25 |
Representatives of Health, Allied Health, and Rehabilitation | 33 |
Representatives of Community Living | 10 |
Representatives of Technology | 16 |
Total | 623 |
Length of Short-Term Device Loan in Days | 30 |
---|
Type of AT Device | Number |
---|---|
Vision | 23 |
Hearing | 36 |
Speech Communication | 139 |
Learning, Cognition and Developmental | 162 |
Mobility, Seating and Positioning | 19 |
Daily Living | 63 |
Environmental Adaptations | 35 |
Vehicle Modification and Transportation | 00 |
Computers and Related | 83 |
Recreation, Sports and Leisure | 98 |
Total | 658 |
Summer is a kindergartener in Minnesota. She is working on augmenting her communication skills in the classroom, resource room, and speech/occupational therapy settings. Summer began with using no-tech communication tools such as photos and picture communication symbols. She then added the iPad Pro to her communication system. Her speech pathologist inquired about borrowing a dedicated device from one of STAR’s community partners, the Regional Assistive Technology Center. Summer began working with the Indi using one button touch access for communicating core words. She transitioned to using 2 buttons with an overlay and then increased to 4 buttons. Her functions of communication increased through making choices, requests, commenting, along with choosing to continue or discontinue an activity. Due to her successful use of the Indi, her IEP team documented more verbal communication across all settings throughout the school. Summer’s classroom teacher, has her start her school day routinely in the kindergarten classroom to participate in calendar, circle, and reading time. Summer also uses built-in vocabulary within the Indi to actively participate with peers during other classroom activities.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 220 | 15 | 129 | 364 |
Decided that an AT device/ service will not meet needs | 68 | 07 | 40 | 115 |
Subtotal | 288 | 22 | 169 | 479 |
Have not made a decision | 22 | 01 | 07 | 30 |
Subtotal | 310 | 23 | 176 | 509 |
Nonrespondent | 02 | 00 | 02 | 04 |
Total | 312 | 23 | 178 | 513 |
Performance on this measure | 92.9% | 95.65% | 96.02% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 34 | 01 | 08 | 43 |
2. AT was only available through the AT program. | 11 | 07 | 02 | 20 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 11 | 03 | 14 | 28 |
4. Subtotal | 56 | 11 | 24 | 91 |
5. None of the above | 14 | 00 | 05 | 19 |
6. Subtotal | 70 | 11 | 29 | 110 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 70 | 11 | 29 | 110 |
9. Performance on this measure | 80% | 100% | 82.76% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 486 | 78.01% |
Satisfied | 116 | 18.62% |
Satisfied somewhat | 16 | 2.57% |
Not at all satisfied | 02 | 0.32% |
Nonrespondent | 03 | 0.48% |
Total Surveyed | 623 | |
Response rate % | 99.52% |
Type of AT Device / Service | Number of Demonstrations of AT Devices / Services |
---|---|
Vision | 17 |
Hearing | 06 |
Speech Communication | 89 |
Learning, Cognition and Developmental | 39 |
Mobility, Seating and Positioning | 02 |
Daily Living | 12 |
Environmental Adaptations | 05 |
Vehicle Modification and Transportation | 00 |
Computers and Related | 34 |
Recreation, Sports and Leisure | 02 |
Total # of Devices Demonstrated | 206 |
Type of Participant | Number of Participants in Device Demonstrations |
---|---|
Individuals with Disabilities | 137 |
Family Members, Guardians, and Authorized Representatives | 42 |
Representatives of Education | 39 |
Representatives of Employment | 09 |
Health, Allied Health, Rehabilitation | 65 |
Representative of Community Living | 04 |
Representative of Technology | 01 |
Total | 297 |
Type of Entity | Number of Referrals |
---|---|
Funding Source (non-AT program) | 72 |
Service Provider | 103 |
Vendor | 47 |
Repair Service | 00 |
Others | 00 |
Total | 222 |
A mother and her young daughter, who only has the use of one hand, visited one of STAR's community partners in hopes of finding computer access solutions. The daughter tried several one-handed and smaller keyboards to see which one worked best. She decided on a smaller keyboard because it gave her fast access, without having to relearn the keyboard. This elementary school student also tried the Rollermouse, which allowed her to move the mouse cursor easily with one hand and even her elbows! The roller bar on this input device also performs mouse clicks eliminating the need for repetitive movement of a standard mouse. These features allowed this young student to continue using the computer without assistance.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 60 | 59 | 80 | 199 |
Decided that an AT device/ service will not meet needs | 00 | 00 | 02 | 02 |
Subtotal | 60 | 59 | 82 | 201 |
Have not made a decision | 03 | 00 | 02 | 05 |
Subtotal | 63 | 59 | 84 | 206 |
Nonrespondent | 00 | 00 | 00 | 00 |
Total | 63 | 59 | 84 | 206 |
Performance on this measure | 95.24% | 100% | 97.62% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 274 | 92.26% |
Satisfied | 23 | 7.74% |
Satisfied somewhat | 00 | 0% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total | 297 | |
Response rate % | 100% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 34 | 01 | 193 | 228 |
2. AT was only available through the AT program. | 11 | 09 | 03 | 23 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 11 | 03 | 14 | 28 |
4. Subtotal | 56 | 13 | 210 | 279 |
5. None of the above | 14 | 00 | 05 | 19 |
6. Subtotal | 70 | 13 | 215 | 298 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 70 | 13 | 215 | 298 |
9. Performance on this measure | 80% | 100% | 97.67% | 93.62% |
ACL Performance Measure | 75% | 75% | 75% | 75% |
Met/Not Met | Met | Met | Met | Met |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 280 | 74 | 209 | 563 |
Decided that an AT device/ service will not meet needs | 68 | 07 | 42 | 117 |
Subtotal | 348 | 81 | 251 | 680 |
Have not made a decision | 25 | 01 | 09 | 35 |
Subtotal | 373 | 82 | 260 | 715 |
Nonrespondent | 02 | 00 | 02 | 04 |
Total | 375 | 82 | 262 | 719 |
Performance on this measure | 92.8% | 98.78% | 95.8% | 94.58% |
ACL Performance Measure | 70% | 70% | 70% | 70% |
Met/Not Met | Met | Met | Met | Met |
Type of Participant | Number |
---|---|
Individuals with Disabilities | 03 |
Family Members, Guardians and Authorized Representatives | 01 |
Representatives of Education | 111 |
Representatives of Employment | 05 |
Rep Health, Allied Health, and Rehabilitation | 407 |
Representatives of Community Living | 09 |
Representatives of Technology | 17 |
Unable to Categorize | 21 |
TOTAL | 574 |
Metro | Non Metro | Unknown | TOTAL |
---|---|---|---|
387 | 175 | 12 | 574 |
Primary Topic of Training | Participants |
---|---|
AT Products/Services | 80 |
AT Funding/Policy/ Practice | 00 |
Information Technology/Telecommunication Access | 90 |
Combination of any/all of the above | 00 |
Transition | 404 |
Total | 574 |
Describe innovative one high-impact assistance training activity conducted during the reporting period:
STAR's AT Specialist did a two-day training for occupational therapy students. The purpose of the training was to increase awareness of assistive technology and provide practical hands-on experience. The training including lecture and hands-on AT activities to help students better understand how AT benefits people with disabilities.
Breifly describe one training activity related to transition conducted during the reporting period:
STAR's program director provided guidance and participated in a cross-agency webinar to train Minnesota's county caseworkers on assistive technology and new state requirements for considering assistive technology and documenting consideration in MnChoices Assessment and Support Plan for long-term services and care. Because of this training, 404 caseworkers in 78 of Minnesota's 87 counties learned about the benefits of AT, their responsibility for considering AT when assessing the consumer's needs and when developing a support plan; caseworkers also received a list of AT resources to use during the assessment and planning process.
Breifly describe one training activity related to Information and Communication Technology accessibility:
STAR worked with its state Office of Accessibility to create online learning modules on how to create accessible Word documents. This training is available free at https://mn.gov/mnit/about-mnit/accessibility/training/
Outcome/Result From IT/Telecommunications Training Received | Number |
---|---|
IT and Telecommunications Procurement or Dev Policies | 90 |
Training or Technique Assistance will be developed or implemented | 00 |
No known outcome at this time | 00 |
Nonrespondent | 00 |
Total | 90 |
Performance Measure Percentage | 100% |
RSA Target Percentage | 70% |
Met/Not Met | Met |
Education | 29% |
---|---|
Employment | 2% |
Health, Allied Health, Rehabilitation | 0% |
Community Living | 63% |
Technology (IT, Telecom, AT) | 6% |
Total | 100% |
Describe Innovative one high-impact assistance activity that is not related to transition:
STAR's program director provided technical assistance to the state's Department of Education in connection with a new statutory requirement to review the use of assistive technology by students and recommend changes to encourage child-centered assistive technology plans to be included in Individual Family Service Plans (IFSP) and Individual Education Programs.
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
In response to Minnesota Executive Order 14-14, Star's program director worked on a cross-agency team that provided disability and assistive technology technical assistance to improve the on-boarding of new state employees with disabilities.
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 21, 2018, STAR staff participated in Family Day, an annual event hosted by Minnesota’s Department of Education to inform families of children (birth to 21) with disabilities about the benefits of assistive technology. In addition to exhibiting at the event, STAR’s AT Specialist presented information on AT and services provided by STAR. After the short presentation, families were encouraged to visit AT stations to explore a range of assistive technology devices by category (e.g., vision, hearing, and learning). Time was also set aside to talk to families and answer their specific AT questions.
2.
Types of Recipients | AT Device/ Service |
AT Funding | Total |
---|---|---|---|
Individuals with Disabilities | 39 | 04 | 43 |
Family Members, Guardians and Authorized Representatives | 75 | 01 | 76 |
Representative of Education | 10 | 00 | 10 |
Representative of Employment | 25 | 00 | 25 |
Representative of Health, Allied Health, and Rehabilitation | 40 | 01 | 41 |
Representative of Community Living | 08 | 00 | 08 |
Representative of Technology | 05 | 00 | 05 |
Unable to Categorize | 01 | 00 | 01 |
Total | 203 | 06 | 209 |
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? | Yes |
---|
Fund Source | Amount | Use of Funds |
---|---|---|
State Appropriations | $19,780 | Device Loan |
Amount: $19,780 |
Fund Source | Amount | Use of Funds | Individuals Served | Other Outcome |
---|
Association of Assistive Technology Act Programs . Saved: Wed Mar 13 2019 13:51:18 GMT-0500 (Central Daylight Time)