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

2. Income of Applicants to Whom Loans Were Made

3. Loan Type

4. Interest Rates

5. Types and Dollar Amounts of AT Financed

6. Defaults

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:

Each "device" is counted as a group of the reuse items marked for a single recipient.

I. Notes:

(in response to validation warnings: The number of borrowers is roughly equal to the number of devices loaned. Please ensure that devices being loaned are grouped together on loans going out to one borrower.) Each "device" is counted as a group of the device loans items marked for a single recipient.

G. Notes:

B. Description of Training Activities

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

ATRC held an in-person training activity for a group of State of Hawai‘i Department of Education autism education assistants (EA). We detailed specific AT solutions that they could propose to their treatment teams and instructed the EAs in device use. Resources were also provided for their future reference. Evaluations were completed by all participants.

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

ATRC participated in events, each titled Footsteps to Transition Fair, on the islands of O‘ahu and Kaua‘i. These events were hosted by the Department of Education for middle and high school students with special needs and their family, loved ones and caregivers to assist in critical details of making a life transition and explore a range of opportunities for adult life. It is an expansive event that proved a great opportunity to meet families with a variety of needs. Trainings were provided to small groups based on their specific concern, and appropriate AT devices and services were shared.

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

Several training activities were offered to groups of students from the University of Hawai‘i—Manoa, Brigham Young University–Hawai‘i, and Kapi‘olani Community College. While their majors varied, one constant lesson was the critical need for computing and technology to be accessible. We reviewed easy ways to incorporate accessibility into the work they were already doing, as well as taught them what they should look for in order to keep IT accessible.

E. Notes:

B. Description of Technical Assistance

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

ATRC conducted three workshops across two islands on voice activated devices for persons with mobility challenges as part of our obligation to the grant received from the Christopher & Dana Reeve Foundation. The interest in this technology was significant. Attendance included professionals and community members, all of whom were excited about the direction in which this technology is moving.

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

School teachers received technical assistance by ATRC on apps and software that improve and aid students with reading and writing difficulties such as dyslexia. ATRC provided quality technical assistance by demonstrating the various features of the Apple iPad and PC/Mac computers. They were supplied handouts with a wealth of different apps available to them depending on the students' needs such as word processing, text-to-speech, sentence structures, and other supports. They received an in-depth demonstration on how to activate built-in features like Apple dictation, text-replacements, Safari Reader, and text-to-speech. The outcome of this particular technical assistance activity was that these professional educators were able to transfer their knowledge to the students so that they could read/create documents quicker with greater proficiency and productivity.

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. ATRC had a segment on statewide KITV news in January 2019. The focus of the program was assistive technology for seniors and people with disabilities. It included several key components on our organization, featuring a client working alongside ATRC staff to address the client’s vision needs. It also highlighted a number of other AT devices and services, including our home-automation program. Our executive director discussed the value of AT and personal independence, as well as advocacy relating to the availability of AT. This segment was on television in three separate broadcasts—once in the evening news, once in the morning, and once midday. The information was also disseminated through an article on the news program’s website and the segment continues to be available on YouTube. Across the platforms, it was viewed in total by an estimated 10,000 individuals. From this public awareness activity, we received a number of new inquiries, as well as contact from previous clients and community partners.

2.

Notes: