National Assistive Technology Act Data System

Annual Progress Report - Full Report

Colorado 2019

General Information

Statewide AT Program (Information to be listed in national State AT Program Directory)

State AT Program Title:
Assistive Technology Program of Colorado
State AT Program Title:
State AT Program URL
www.assistivetechnologypartners.org
Mailing Address:
1201 5th St., Suite 240
City:
Denver
State:
Colorado
Zip Code:
80204
Program Email:
generalinfo@at_partners.org
Phone:
13033151280
TTY:

Lead Agency

Agency Name:
Assistive Technology Partners
Mailing Address:
1201 5th St., Suite 240
City:
Denver
State:
CO
Zip Code:
80204
Program URL:
www.assistivetechnologypartners.org

Implementing Entity

Name of Implementing Agency:
Mailing Address:
City
State:
Zip Code:
Program URL:

Program Director and Other Contacts

Program Director for State AT Program (last, first):
Melonis, Maureen
Title:
Program Director
Phone:
303-315-1283
E-mail:
maureen.melonis@ucdenver.edu
Program Director at Lead Agency (last, first):
Melonis, Maureen
Title:
Program Director
Phone:
303-315-1283
E-mail:
maureen.melonis@ucdenver.edu
Primary Contact at Implementing Agency (last, first) - If applicable:
Title:
Phone:
E-mail:

Person Responsible for completing this form if other than Program Director

Name (last, first):
Beems, Julia
Title:
Outreach Coordinator
Phone:
3033151284
E-mail:
julia.beems@ucdenver.edu

Certifying Representative

Name (last, first):
Maestas, Kristin
Title:
Postaward Admin
Phone:
303-724-0110
E-mail:
kristin.maestas@ucdenver.edu

State Financing

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

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

Impact Area

Impact Area

E. Performance Measures

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 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%

F. Customer Satisfaction

Satisfaction
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%

G. Notes:

Reutilization

A. Number of Recipients of Reused Devices

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.

B. Device Exchange Activities

Device Exchange
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

C. Device Refurbish/Repair - Reassignment and/or Open Ended Loan Activities

Device Reassign/Repair/Refurbish and/or OEL
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

D. Anecdote

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!

picture of MotivAider device
Impact Area

E. Performance Measures

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. 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%

F. Customer Satisfaction

Satisfaction
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%

G. Notes:

Device Loan

A. Short-Term Device Loans by Type of Purpose

Loans By Purpose
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

B. Short-Term Device Loan by Type of Borrower

LOANS By Borrower Type
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

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days 42

D. Types of Devices Loaned

Types of Devices Loaned
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

E. Anecdote

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.

Impact Area

F. Access Performance Measures

Access Performance Measures
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%

G. Acquisition Performance Measures

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. 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%

H. Customer Satisfaction

Satisfaction
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%

I. Notes:

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.

Device Demonstration

A. Number of Device Demonstrations by Device Type

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

B. Types of Participants

Demonstrations by Participant Type
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

C. Number of Referrals

Referrals
Type of Entity Number of Referrals
Funding Source (non-AT program) 122
Service Provider 93
Vendor 78
Repair Service 05
Others 00
Total 298

D. Anecdote

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.

picture of woman enjoying sunset
Impact Area

E. Performance Measures

Performance Measures
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%

F. Customer Satisfaction

Satisfaction
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%

G. Notes:

Overall Performance Measures

Overall Acquisition Performance Measure

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. 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

Overall Access Performance Measure

Access Performance Measures
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

Overall Satisfaction Rating

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

Training

A. Training Participants: Number and Types of Participants; Geographical Distribution

Training by Participant Type
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

Geographic Distribution of Participants
Metro Non Metro Unknown TOTAL
3,011 440 220 3,671

B. Training Topics

Trainings by Topic
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

B. Description of Training Activities

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.

D. IT/Telecommunications Training Performance Measure

IT/Telecommunications Training Performance Measure
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

E. Notes:

Technical Assistance

A. Frequency and Nature of Technical Assistance

Technical Assistance by Recipient Type
Education 71%
Employment 17%
Health, Allied Health, Rehabilitation 7%
Community Living 5%
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:

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.

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. 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.

Information And Assistance

Information And Assistance Activities by Recipient
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

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? 01

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.

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


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?

Community Living

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

State Plan Activities
Fund Source Amount Use of Funds
Public/State Agency$2,500Training
Public/State Agency$93,034Technical Assistance
Public/State Agency$1,800Training
Public/State Agency$15,522Training
Private$1,200Training
Public/State Agency$23,284Technical Assistance
Public/State Agency$2,800Training
Private$600Technical Assistance
Public/State Agency$204Training
Private$12,000Training
Public/State Agency$116,420Device Loan
Public/State Agency$302,360Device Loan
Amount: $571,724

B. Leveraged Funding for Activities Not in State Plan (data not previously reported in other activity sections)

Non-State Plan Activities
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).

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)


Back to state program information page | Top of page

This FY19 State AT Program Annual Progress Report was exported from the National Assistive Technology Act Data System (NATADS). NATADS was developed with partial support from the Center for Assistive Technology Act Data Assistance.