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 | 110 |
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 57 |
C. Total | 167 |
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 | 57 |
F. Number of Individuals Included in Performance Measures | 110 |
If a number is reported in E you must provide a description of the reason the individuals are excluded from the performance measure:
These loans have been excluded because the AT is provided on behalf of the school district for their students which has an obligation to provide the AT under IDEA.
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 | 04 | $16,888 | $5,444 | $11,444 |
Hearing | 03 | $1,741 | $555 | $1,186 |
Speech Communication | 21 | $175,310 | $54,883 | $120,427 |
Learning, Cognition and Developmental | 02 | $266 | $142 | $124 |
Mobility, Seating and Positioning | 28 | $110,956 | $28,222 | $82,734 |
Daily Living | 17 | $18,532 | $2,719 | $15,813 |
Environmental Adaptations | 05 | $12,855 | $1,450 | $11,405 |
Vehicle Modification & Transportation | 07 | $461,631 | $199,696 | $261,935 |
Computers and Related | 12 | $11,463 | $2,391 | $9,072 |
Recreation, Sports and Leisure | 11 | $13,754 | $3,934 | $9,820 |
Total | 110 | $823,396 | $299,436 | $523,960 |
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 | 02 | $2,621 | $0 | $2,621 |
Hearing | 01 | $2,195 | $0 | $2,195 |
Speech Communication | 09 | $5,230 | $0 | $5,230 |
Learning, Cognition and Developmental | 10 | $502 | $0 | $502 |
Mobility, Seating and Positioning | 03 | $48 | $0 | $48 |
Daily Living | 01 | $70 | $0 | $70 |
Environmental Adaptations | 13 | $239 | $0 | $239 |
Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
Computers and Related | 18 | $3,164 | $0 | $3,164 |
Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
Total | 57 | $14,069 | $0 | $14,069 |
One of our school districts received a MotivAider, a simple personal electronic device that privately provides an innovative way to keep students focused and engaged. It is easy and quick to set with short reinforcements and assists in positive behavior changes and the development of new habits. Several of the teachers now request the device to keep their students on task. It has made a huge difference!
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 18 | 08 | 75 | 101 |
2. AT was only available through the AT program. | 01 | 01 | 05 | 07 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 00 | 02 | 02 |
4. Subtotal | 19 | 09 | 82 | 110 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 19 | 09 | 82 | 110 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 19 | 09 | 82 | 110 |
9. Performance on this measure | 100% | 100% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 02 | 1.2% |
Satisfied | 162 | 97.01% |
Satisfied somewhat | 02 | 1.2% |
Not at all satisfied | 01 | 0.6% |
Nonrespondent | 00 | 0% |
Total Surveyed | 167 | |
Response rate % | 100% |
Primary Purpose of Short-Term Device Loan | Number |
---|---|
Assist in decision-making (device trial or evaluation) | 990 |
Serve as loaner during service repair or while waiting for funding | 73 |
Provide an accommodation on a short-term basis for a time-limited event/situation | 136 |
Conduct training, self-education or other professional development activity | 30 |
Total | 1,229 |
Type of Individual or Entity | Number of Device Borrowers |
---|---|
Individuals with Disabilities | 1,161 |
Family Members, Guardians, and Authorized Representatives | 03 |
Representative of Education | 65 |
Representative of Employment | 00 |
Representatives of Health, Allied Health, and Rehabilitation | 00 |
Representatives of Community Living | 00 |
Representatives of Technology | 00 |
Total | 1,229 |
Length of Short-Term Device Loan in Days | 42 |
---|
Type of AT Device | Number |
---|---|
Vision | 11 |
Hearing | 21 |
Speech Communication | 492 |
Learning, Cognition and Developmental | 529 |
Mobility, Seating and Positioning | 66 |
Daily Living | 25 |
Environmental Adaptations | 30 |
Vehicle Modification and Transportation | 00 |
Computers and Related | 32 |
Recreation, Sports and Leisure | 26 |
Total | 1,232 |
Hannah is an 11-year-old girl with spastic quadriplegic cerebral palsy who came to our specialty clinic for a nighttime positioning assessment. Hannah was sleeping in asymmetrical positions and postures that were increasing her kypho-scoliosis and placing her at risk of developing rib cage distortions and hip joint contractures. Hannah has increased muscle tone and spasticity, and she cannot control her movements or body position when in bed. Her family had tried using pillows to position her body in good alignment, but they do not stay in place and are an asphyxiation hazard for Hannah. As part of Hannah’s Nighttime Positioning Evaluation, we trialed three commercially available nighttime positioning systems in the clinic setting. Based on the success of these in-clinic trials and a comparison of the features, we decided to implement an extended in-home loan of the Dreama 24 Hour Positioning Mattress. After a 2-week loan, Hannah’s mother reported that the Dreama Mattress worked well to maintain Hannah’s body in a safe, comfortable and aligned position throughout the night, in either a sidelying or a supine position. Her family and night nurses were able to effectively set up the mattress and found it easy to adjust and manage. Following this successful in home loan, we were able to make a confident recommendation for purchase of this equipment. The Dreama Mattress was eventually funded by her health insurance (after many months) and she is now using it in her home successfully. Use of this specialty positioning mattress and positioning components at night will help to maintain Hannah’s spine, hips and knees in good alignment, helping to prevent the development of deformity that could require costly surgery for correction.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 281 | 04 | 21 | 306 |
Decided that an AT device/ service will not meet needs | 231 | 07 | 32 | 270 |
Subtotal | 512 | 11 | 53 | 576 |
Have not made a decision | 00 | 00 | 00 | 00 |
Subtotal | 512 | 11 | 53 | 576 |
Nonrespondent | 414 | 00 | 00 | 414 |
Total | 926 | 11 | 53 | 990 |
Performance on this measure | 85.06% | 100% | 100% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 201 | 00 | 00 | 201 |
2. AT was only available through the AT program. | 27 | 00 | 05 | 32 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 06 | 00 | 00 | 06 |
4. Subtotal | 234 | 00 | 05 | 239 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 234 | 00 | 05 | 239 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 234 | 00 | 05 | 239 |
9. Performance on this measure | 100% | NaN% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 608 | 49.47% |
Satisfied | 104 | 8.46% |
Satisfied somewhat | 12 | 0.98% |
Not at all satisfied | 01 | 0.08% |
Nonrespondent | 504 | 41.01% |
Total Surveyed | 1,229 | |
Response rate % | 58.99% |
Most are for the schools have district level team coordinators who disperse the equipment to multiple IEP teams serving multiple children, so we consider each loan an individual loan and require followup surveys on each child's device loan. We provide loans for 6 weeks, which includes 1 week to get the device to the individual and 1 week for the return, so they actually only have the device for 28 days.
Type of AT Device / Service | Number of Demonstrations of AT Devices / Services |
---|---|
Vision | 10 |
Hearing | 37 |
Speech Communication | 480 |
Learning, Cognition and Developmental | 414 |
Mobility, Seating and Positioning | 412 |
Daily Living | 30 |
Environmental Adaptations | 41 |
Vehicle Modification and Transportation | 00 |
Computers and Related | 72 |
Recreation, Sports and Leisure | 27 |
Total # of Devices Demonstrated | 1,523 |
Type of Participant | Number of Participants in Device Demonstrations |
---|---|
Individuals with Disabilities | 1,432 |
Family Members, Guardians, and Authorized Representatives | 279 |
Representatives of Education | 910 |
Representatives of Employment | 03 |
Health, Allied Health, Rehabilitation | 26 |
Representative of Community Living | 05 |
Representative of Technology | 00 |
Total | 2,655 |
Type of Entity | Number of Referrals |
---|---|
Funding Source (non-AT program) | 122 |
Service Provider | 93 |
Vendor | 78 |
Repair Service | 05 |
Others | 00 |
Total | 298 |
Shelby, a young adult female, came to our Center clinic for a wheelchair evaluation. She did not fit the profile of a typical wheelchair user; she has a condition known as POTS, or Postural Orthostatic Tachycardia Syndrome, where she has difficulty regulating her blood pressure, particularly when standing upright or walking. It can cause her heart rate to increase and can include dizziness, weakness, nausea, extreme fatigue, headaches, and vision changes. Symptoms are improved by sitting or lying down to stabilize her blood pressure. As part of Shelby’s evaluation, several mobility devices were considered, including a cane, walker, power scooters, manual wheelchairs, power wheelchairs, and manual wheelchair power assist devices. Further evaluation narrowed the choice down to an ultra-light weight manual wheelchair with a power assist device. Her choice was based on the wheelchair's weight and rigid frame, reducing her effort for propulsion and subsequent reduction of fatigue with wheelchair use. Measurements were also taken for a custom fit of the wheelchair as part of the prescription process. Shelby's new wheelchair now gives her mobility in a sitting position so she doesn't experience the frequency or severity of symptoms when standing or walking. She is now able to spontaneously go to the grocery store without having to plan her route through the store to be as quick as possible for fear if she takes too long or if the checkout line is too long, she will have to sit down on the floor to alleviate her symptoms. Thanks to the assessment process and ability to trial a variety of options, her wheelchair has given her greater independence and freedom to experience a better quality of life.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 446 | 38 | 340 | 824 |
Decided that an AT device/ service will not meet needs | 278 | 07 | 137 | 422 |
Subtotal | 724 | 45 | 477 | 1,246 |
Have not made a decision | 00 | 00 | 00 | 00 |
Subtotal | 724 | 45 | 477 | 1,246 |
Nonrespondent | 277 | 00 | 00 | 277 |
Total | 1,001 | 45 | 477 | 1,523 |
Performance on this measure | 72.33% | 100% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 2,087 | 78.61% |
Satisfied | 281 | 10.58% |
Satisfied somewhat | 09 | 0.34% |
Not at all satisfied | 01 | 0.04% |
Nonrespondent | 277 | 10.43% |
Total | 2,655 | |
Response rate % | 89.57% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 219 | 08 | 75 | 302 |
2. AT was only available through the AT program. | 28 | 01 | 10 | 39 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 06 | 00 | 02 | 08 |
4. Subtotal | 253 | 09 | 87 | 349 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 253 | 09 | 87 | 349 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 253 | 09 | 87 | 349 |
9. Performance on this measure | 97.63% | 100% | 97.7% | 97.71% |
ACL Performance Measure | 85% | |||
Met/Not Met | Met |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 727 | 42 | 361 | 1,130 |
Decided that an AT device/ service will not meet needs | 509 | 14 | 169 | 692 |
Subtotal | 1,236 | 56 | 530 | 1,822 |
Have not made a decision | 00 | 00 | 00 | 00 |
Subtotal | 1,236 | 56 | 530 | 1,822 |
Nonrespondent | 691 | 00 | 00 | 691 |
Total | 1,927 | 56 | 530 | 2,513 |
Performance on this measure | 77.11% | 100% | 100% | 83.23% |
ACL Performance Measure | 90% | |||
Met/Not Met | Not Met |
Customer Rating of Services | Percent | ACL Target | Met/Not Met |
---|---|---|---|
Highly satisfied and satisfied | 99.20% | 95% | Met |
Response Rate | 80.72% | 90% | Not Met |
Type of Participant | Number |
---|---|
Individuals with Disabilities | 183 |
Family Members, Guardians and Authorized Representatives | 46 |
Representatives of Education | 1,983 |
Representatives of Employment | 233 |
Rep Health, Allied Health, and Rehabilitation | 545 |
Representatives of Community Living | 388 |
Representatives of Technology | 293 |
Unable to Categorize | 00 |
TOTAL | 3,671 |
Metro | Non Metro | Unknown | TOTAL |
---|---|---|---|
3,011 | 440 | 220 | 3,671 |
Primary Topic of Training | Participants |
---|---|
AT Products/Services | 1,320 |
AT Funding/Policy/ Practice | 00 |
Combination of any/all of the above | 2,090 |
Information Technology/Telecommunication Access | 256 |
Transition | 05 |
Total | 3,671 |
Describe innovative one high-impact assistance training activity conducted during the reporting period:
The Emergency Preparedness Program in collaboration with a local health department provided an interactive daylong training to first-responders and emergency planners on whole community emergency planning and response specific to individuals with disabilities. Four, two-hour modules were covered: Emergency Communication Techniques for Individuals who are Non-Verbal, Deaf, or Hard of Hearing; Outreaching to the Access and Functional Needs Community; Response, Rescue and Service Animals; and Wheelchairs and First Responders: Best Practices. Throughout the day several hands-on activities were provided giving attendees an opportunity to learn about assistive devices they may encounter during an emergency. All members of the audience had an opportunity to play with a variety of communication devices, interact with service dogs in training, and drive different power and manual chairs through an obstacle course. Attendees commented on how informative and fun the trainings were and that everyone needs these trainings to have a better understanding of the community they serve. Many have also requested a similar training for their community.
Breifly describe one training activity related to transition conducted during the reporting period:
The Colorado Assistive Technology Act Program staff provided a conference breakout session at the annual Transition Conference targeting children transitioning from high school. The session was titled Assistive Technology and Transition from high school. It covered resources from AT before, during and after transition from high school. The training reached over 70 participants and evaluation data revealed attendees were highly satisfied. Attendees indicated they would use the knowledge they gained to develop transition plans for their students and to train staff in the importance of AT in this process. The audiences included parents, related service providers, educators, coordinators, case managers and administrators in the education system in Colorado. Discussions centered around assistive technology in educational programs and highlighted the importance of planning for transition for students children as they leave the part B system. Highlights focused on sharing of memorandums of understanding around technology transfer between agencies and AT considerations during the transition period.
Breifly describe one training activity related to Information and Communication Technology accessibility:
The Colorado Assistive Technology Act Program staff provided a one day workshop for the National Endowment for Financial Education web content creators. The training covered accessibility techniques to support college students nationally and internationally with sensory, motor, and communication impairments. The course focused on awareness of assistive technologies used by persons with disabilities, tips and techniques for accessibility testing, and instruction on creating accessible electronic documentation.
Outcome/Result From IT/Telecommunications Training Received | Number |
---|---|
IT and Telecommunications Procurement or Dev Policies | 256 |
Training or Technique Assistance will be developed or implemented | 00 |
No known outcome at this time | 00 |
Nonrespondent | 00 |
Total | 256 |
Performance Measure Percentage | 100% |
ACL Target Percentage | 70% |
Met/Not Met | Met |
Education | 71% |
---|---|
Employment | 17% |
Health, Allied Health, Rehabilitation | 7% |
Community Living | 5% |
Technology (IT, Telecom, AT) | 0% |
Total | 100% |
Describe Innovative one high-impact assistance activity that is not related to transition:
Provided presentations and demonstrations at Colorado's Division of Homeland Security and Emergency Management 'Getting It Right' emergency preparedness conference to over 300 emergency managers, planners, and non-profit organizations on assistive technology used by individuals with disabilities that should be considered in the planning for emergencies and inclusion in emergency shelters. Six tables of equipment that focused on communication needs were provided and demonstrated to increase the awareness of the types of communication needs that individuals with disabilities have, and that one solution doesn't fit everyone's needs. Since the conference, multiple counties have requested further information and demonstrations of equipment that can be shared with additional members of their communities. .
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
The Colorado Assistive Technology Act Program provided technical assistance to the Colorado Department of Education Transition team. In particular, the team requested technical assistance prior to their Career Development State Leaders network call. They requested information on technology resources on the types of accommodations that may be useful with existing online career information systems, what other technology resources students may be using, as well as to identify modifications to existing resources to support the needs of youth with significant disabilities during transition. Resources were also shared on the importance of Assistive Technology, different types of AT support and the role of AT team members in the transition process.
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. Executive Director for the Colorado Assistive Technology Act Program, Dr. Cathy Bodine, was featured on the Universal Design Panel at Denver Startup Week (DSW). This eighth annual event brought close to 20,000 entrepreneurs together to learn about design and innovation. Spectrum, Sprint and the Colorado Assistive Technology Act Program joined forces for an expanded panel discussion in September 2019. Universal design was highlighted as an imperative process that affects not just designers but professionals across all industries. The focus of the collaborative panel was on the broad spectrum of neurodiversity and seniors as the fastest growing population in the US. The format included discussions around the topics of Seniors / Aging / Disability / Education / Building Accessible Products through Empathy. Following the discussions, a panel brought the topics together, with time for audience Q&A. Over 250 people attended the session. Several follow-up meetings with industry leaders have helped to cultivate relationships and leverage funding. Following the event, Spectrum approached the Colorado Program to begin negotiations for further training for their employees in accessible design.
2. Post-Doc Engineer provided a fun and interactive presentation to 20 high school students and teachers.The presentation provided an overview of bioengineering, the value of assistive technology and the assessment process; and introduction to Assistive Technology Partners; and the many medical and engineering paths available to pursue as a career. As part of the discussion, students were allowed to drive a power wheelchair with alternative drive controls (standard joystick and proximity head array) and play video games with a variety of switches to problem solve how individuals with physical disabilities could access their environments. Outcomes included teachers gaining information on the field of bioengineering and the field of assistive technology that they can share with future students and assist in guiding them into potential careers; students learning about the local educational opportunities for career development; and about Assistive Technology Partners as a place to refer family and friends.
Types of Recipients | AT Device/ Service |
AT Funding | Total |
---|---|---|---|
Individuals with Disabilities | 2,938 | 1,690 | 4,628 |
Family Members, Guardians and Authorized Representatives | 2,964 | 1,862 | 4,826 |
Representative of Education | 4,212 | 2,626 | 6,838 |
Representative of Employment | 1,352 | 1,352 | 2,704 |
Representative of Health, Allied Health, and Rehabilitation | 2,496 | 1,326 | 3,822 |
Representative of Community Living | 792 | 884 | 1,676 |
Representative of Technology | 1,560 | 00 | 1,560 |
Unable to Categorize | 130 | 00 | 130 |
Total | 16,444 | 9,740 | 26,184 |
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? | 01 |
---|
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.
The Colorado Assistive Technology Act Program in collaboration with the Department of Bioengineering and the College of Engineering developed six college courses to help educate undergraduate and graduate bioengineering students become designers of assistive technology and/or rehabilitation/bioengineers, and to be better prepared to enter the assistive technology workforce.
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.)
The coursework was approved by the department, the college and the regents of the university and students have began participating in the Fall 2018. During this time 18 engineering students participated in 2 courses. Course descriptions can be found here: https://www1.ucdenver.edu/centers/center-for-inclusive-design-and-engineering/education
3. What was the primary area of impact for this state improvement outcome?
Technology (ICT accessibility and AT
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?
Community Living
Did you have Additional and Leveraged Funding to Report? | Yes |
---|
Fund Source | Amount | Use of Funds |
---|---|---|
Public/State Agency | $2,500 | Training |
Public/State Agency | $93,034 | Technical Assistance |
Public/State Agency | $1,800 | Training |
Public/State Agency | $15,522 | Training |
Private | $1,200 | Training |
Public/State Agency | $23,284 | Technical Assistance |
Public/State Agency | $2,800 | Training |
Private | $600 | Technical Assistance |
Public/State Agency | $204 | Training |
Private | $12,000 | Training |
Public/State Agency | $116,420 | Device Loan |
Public/State Agency | $302,360 | Device Loan |
Amount: $571,724 |
Fund Source | Amount | Use of Funds | Individuals Served | Other Outcome |
---|
National Industry Agencies receiving training and technical assistance provide testing at a national level and there was no way of determining number of individuals served.
Center for Assistive Technology Act Data Assistance . Saved: Mon Mar 09 2020 08:35:23 GMT-0500 (Central Daylight Time)