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

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:

I. Notes:

During the reporting period two (2) of the sub-grantees that provide loans in our state had a complete turn-over in administration. Unfortunately there was no data entered prior to their departure, and the interim administration wasn't properly trained on entering their data into the system. They are both unable to provide me with the numbers for their loans, reuse, demonstrations, etc. This ultimately causes Project START's numbers to be considerably lower this reporting period than usual. The T.K. Martin Center was able to provide general info on some loans they provided and are listed below. Adult female- cushion to use until her cushion can in and prevent skin breakdown Toddler- special tomato to use for support while determining what he needed long term. The child had suddenly developed a seizure disorder and needed the insert in his stroller to prevent injury Preschooler- transport chair to use with a broken leg Elementary student- gait trainer

G. Notes:

As mentioned under Device Loans our sub-grantees weren't able to provide me with their FY 18-19 data with a complete unexpected turn-over in administration. One of these centers is our primary source of augmentative alternative communication device demos, trainings and loans.

B. Description of Training Activities

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

Project START sponsored a training in conjunction with a representative from PRC on augmentative alternative communication devices to educators, speech and language pathologists, occupational therapists, parents and assistive technology professionals. The Accent communication devices are one of the most popular items in our loan library so our staff wanted to familiarize ourselves with a better understanding of it's functions as well. We learned about LAMP Words for Life and programming, customizing and basic implementation of vocabulary. We learned basic strategies to get a non verbal individual talking with the device.

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

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

E. Notes:

As previously mentioned under Device Loans and Device Demonstrations all data from our sub-grantees has not been reported to Project START as it wasn't made available to them as new directors that came in at the end of the reporting year. T.K. Martin Center noted a Permobil chair was used to train two children how to drive a power chair.

B. Description of Technical Assistance

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

Project START provided assistance and hands-on experience to speech pathologists, parents and educators with the augmentative and alternative communication devices that are always available in the lending library/lab.

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

Assistance was provided to an MDRS vocational rehab counselor for the blind on how to better serve his visually impaired clients through a loaned portable magnifying device to use during the college semester.

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. Project START in conjunction with T.K. Martin Center on the campus of Mississippi State University sponsored Camp Jabber Jaw in summer 2018. The camp is designed for kids with special needs and who use augmentative and alternative communication technologies. The camp had 19 campers and their families from 5 states. 19 speech pathology students learned AAC and facilitated learning for their campers and families. Students were from Mississippi University for Women, Jackson State University and University of Southern Mississippi. This is a week long camp that provides an opportunity for them to interact with other families going through the same steps. Campers have fun, hands-on activities daily.

2. Project START attended the Coalition for Citizens with Disabilities' Disability MegaConference this fiscal year. There were approximately 340 attendees. We set up our exhibit booth with several devices and information as well as give-aways. We were able to reach therapists, teachers, parents and individuals with various disabilities. Some people had never heard of our program before, took an application with them and applied for services the same week. This also resulted in individuals visiting our AT Lab.

Notes: