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

Activity 1

2. Geographic Distribution, Number of Individuals Who Acquired AT Devices and Services and Number for whom Performance Measure Data are Collected

3. Types and Dollar Amounts of AT Funded

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:

G. Notes:

B. Description of Training Activities

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

The Delaware Accessible Instructional Materials Center, operated by the DATI under contract from the Delaware Department of Education, hosts a variety of trainings to acquaint educators and families with the federal mandate to provide instructional materials to students with print disabilities in formats that are responsive to their needs. Sometimes those trainings are open to any interested party, and sometimes they are tailored to the needs of a particular school. In this reporting year, we collaborated with a school serving children from Grades 3 through 8 to enable them to identify and meet the needs of their students with print disabilities. This collaboration took the form of a series of training events. The first ones provided an overview of the print access provisions within federal special education law and the policies and processes Delaware has established to facilitate compliance with IDEA. The second acquainted teachers with tools to which they have access, and gave them opportunities for hands-on practice. The third session in the series allocated 50 minutes to teachers in each grade level, giving them additional hands-on support and also trouble-shooting challenges that arose.

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

Two members of the DATI staff created and taught the augmentative and alternative communication course for the University of Delaware’s new graduate program in Communication Sciences and Disorders. Through classroom-based lectures/discussions, hands-on workshops, a research project, and the design of a low-tech AAC system customized for a particular individual, twenty-seven graduate students now have a much broader understanding of AAC. They know that AAC is a means to learn and use language, and they understand how to navigate policy and practice barriers to ensure that individuals with complex communication needs have access to appropriate communication services and support. They also understand that transitions from early intervention to school, and school to adult services, can be particularly challenging in terms of continuity of services and even access to a long-held device. Several of the students chose to complete their product design assignment for individuals who had transitioned out of the schools and had no current access to AAC supports.

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

DATI collaborated with other partners at the University of Delaware—the Office of Educational Technology, Disability Support Services, and Information Technologies—to host a half-day workshop focusing on accessibility features within Microsoft products. After a keynote presentation, Microsoft Accessibility Specialists offered three different workshops—repeated three times each—to demonstrate how their products can assist in creating accessible documents and facilitate access to a variety of educational opportunities through accessibility features such as real-time speech-to-text translation. Over 200 individuals with disabilities, K-12 educators, university faculty and staff, and community members registered for the event.

E. Notes:

An online survey was sent to the participants of the IT training, and only 18 responded.

B. Description of Technical Assistance

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

In response to a need expressed by school administrators, the Delaware Academy for School Leadership at the University of Delaware convened a Special Education Professional Learning Network for 16 schools across the state. The group met in-person or virtually throughout the school year for learning and problem-solving that would allow them to more effectively support students with disabilities in their programs. The DATI Director provided technical assistance to the team in identifying relevant topics for Network meetings, structuring sessions, and delivering content relative to assistive technology and accessible instructional materials. The demand was such that a new PLN was planned for the next school year.

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

DATI’s Augmentative Communication Specialist provided technical assistance to the family of an individual who had transitioned out of school seven years ago and had no universally-understood means of communication. When in school, this individual was provided with a low-tech Picture Exchange Communication System but used it with minimal success. Although he still had a few PECS cards at home, his parents wanted to explore the use of a speech-generating device with him. They borrowed a series of voice output communication devices from the DATI, and the father learned how to program the device to support functional routines and recreational activities. The son has already achieved such success with the device that the DATI staff member is helping them prepare an application to their insurance for the purchase of a tablet-based speech-generating device.

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. DATI Assistive Technology Specialists hosted an awareness session for seniors and individuals with disabilities to equip them with knowledge enabling them to prepare for, respond to, and recover from emergencies at home and disasters in their communities. The 75 attendees learned about a wide variety of equipment supporting hearing, vision, communication, and self-care. Their “homework” was to assemble a “go bag” appropriate to their own needs in preparation for an emergency. These sessions are extremely popular, prompting invitations for three similar sessions in the coming year.

2. For the third year in a row, DATI collaborated with JPMorgan Chase in its observance of Global Accessibility Awareness Day. This year, we participated in an employee fair by hosting an exhibit featuring a multitude of products from our inventory. Approximately 150 employees at JPMC’s Technology Center in northern Delaware perused the technology solutions featured at our exhibit.

Notes: