Did your approved state plan for this reporting period include any State Financing? | Yes |
---|---|
Did your approved state plan for this reporting period include conducting a Financial Loan Program? | Yes |
Area of Residence | Total | ||
---|---|---|---|
Metro RUCC 1-3 |
Non-Metro RUCC 4-9 |
||
Approved Loan made | 16 | 13 | 29 |
Approved Not made | 02 | 00 | 02 |
Rejected | 11 | 01 | 12 |
Total | 29 | 14 | 43 |
Lowest Income: | $10,000 | Highest Income: | $143,032 |
---|
Sum of Incomes | Loans Made | Average Annual Income |
---|---|---|
$1,195,715 | 29 | $41,232 |
Income Ranges | Total | ||||||
---|---|---|---|---|---|---|---|
$15,000 or Less |
$15,001- $30,000 |
$30,001- $45,000 |
$45,001- $60,000 |
$60,001- $75,000 |
$75,001 or More |
||
Number of Loans | 02 | 08 | 06 | 11 | 01 | 01 | 29 |
Percentage of Loans | 6.9% | 27.59% | 20.69% | 37.93% | 3.45% | 3.45% | 100% |
Type of Loan | Number of Loans | Percentage of loans |
---|---|---|
Revolving Loans | 00 | 0% |
Partnership Loans | ||
Without interest buy-down or loan guarantee | 21 | 72.41% |
With interest buy-down only | 00 | 0% |
With loan guarantee only | 08 | 27.59% |
With both interest buy-down and loan guarantee | 00 | 0% |
Total | 29 | 100% |
Type of Loan | Number of Loans | Dollar Value of Loans |
---|---|---|
Revolving Loans | 00 | $0 |
Partnership Loans | 29 | $138,921 |
Total | 29 | $138,921 |
Lowest | 5% |
---|---|
Highest | 6% |
Sum of Interest Rates | Number of Loans Made | Average Interest Rate |
---|---|---|
156 | 29 | 5.37931034482759% |
Interest Rate | Number of loans |
---|---|
0.0% to 2.0% | 00 |
2.1% to 4.0% | 00 |
4.1% to 6.0% | 28 |
6.1% to 8.0% | 01 |
8.1% - 10.0% | 00 |
10.1%-12.0% | 00 |
12.1%-14.0% | 00 |
14.1% + | 00 |
Total | 29 |
Type of AT | Number of Devices Financed | Dollar Value of Loans |
---|---|---|
Vision | 00 | $0 |
Hearing | 25 | $114,060 |
Speech communication | 00 | $0 |
Learning, cognition, and developmental | 00 | $0 |
Mobility, seating and positioning | 01 | $1,589 |
Daily living | 00 | $0 |
Environmental adaptations | 00 | $0 |
Vehicle modification and transportation | 03 | $23,272 |
Computers and related | 00 | $0 |
Recreation, sports, and leisure | 00 | $0 |
Total | 29 | $138,921 |
Number Loans in default | 00 |
---|---|
Net loss for loans in default | $0 |
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 |
---|
Ken needed a loan for a swing-out scooter lift for his vehicle. He has degenerative joint disease that necessitated 5 surgeries in two years. The hospital bills overwhelmed him two years ago and his credit suffered. He has shown good fiscal responsibility in every other area and is paying off past debts to rebuild his credit. Ken is having another back surgery soon and needs the scooter to remain mobile. He was thrilled when were able to guarantee the loan for him in time for him to have the lift installed and ready by the time he is discharged from the hospital. This loan also represents a new connection for us with a mobility vendor from whom we hope to receive more applications in the future.
In September we were approached by the mother of an adult son, Ben, who had just returned home from months in the hospital following amputation of all four limbs. Ben needed an accessible van that could transport him in his wheelchair to the doctor and other appointments. They had arranged for half the funding through their credit union and were able to fund the remainder through our program. The loan required extensive communication and collaboration between the consumer, the AT Project, the vendor, the bank, and the credit union. In addition to our loan, Krista provided information to Ben and his mother on resources for transition to independent living, in-home care, funding for accessible home improvements, switch access, and self-advocacy and support. Ben’s mother says, “I wanted to let you know how much your assistance meant to us, at a time when we didn't know what assistance was available or where to turn, you were there to throw us a lifeline. Thank you.”
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 | 18 | 18 |
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 | 18 | 18 |
5. None of the above | 00 | 02 | 07 | 09 |
6. Subtotal | 00 | 02 | 25 | 27 |
7. Nonrespondent | 00 | 01 | 01 | 02 |
8. Total | 00 | 03 | 26 | 29 |
9. Performance on this measure | NaN% | 0% | 69.23% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 15 | 51.72% |
Satisfied | 05 | 17.24% |
Satisfied somewhat | 00 | 0% |
Not at all satisfied | 02 | 6.9% |
Nonrespondent | 07 | 24.14% |
Total Surveyed | 29 | |
Response rate % | 75.86% |
Activity | Number of Individuals Receiving a Device from Activity |
---|---|
A. Device Exchange | 02 |
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 943 |
C. Total | 945 |
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 | 00 |
F. Number of Individuals Included in Performance Measures | 945 |
If a number is reported in E you must provide a description of the reason the individuals are excluded from the performance measure:
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 | 00 | $0 | $0 | $0 |
Hearing | 00 | $0 | $0 | $0 |
Speech Communication | 00 | $0 | $0 | $0 |
Learning, Cognition and Developmental | 00 | $0 | $0 | $0 |
Mobility, Seating and Positioning | 01 | $1,000 | $0 | $1,000 |
Daily Living | 00 | $0 | $0 | $0 |
Environmental Adaptations | 00 | $0 | $0 | $0 |
Vehicle Modification & Transportation | 01 | $9,000 | $0 | $9,000 |
Computers and Related | 00 | $0 | $0 | $0 |
Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
Total | 02 | $10,000 | $0 | $10,000 |
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 | 07 | $18,606 | $0 | $18,606 |
Hearing | 02 | $1,060 | $0 | $1,060 |
Speech Communication | 00 | $0 | $0 | $0 |
Learning, Cognition and Developmental | 04 | $987 | $0 | $987 |
Mobility, Seating and Positioning | 390 | $130,413 | $0 | $130,413 |
Daily Living | 562 | $79,487 | $0 | $79,487 |
Environmental Adaptations | 24 | $51,586 | $0 | $51,586 |
Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
Computers and Related | 136 | $37,558 | $0 | $37,558 |
Recreation, Sports and Leisure | 01 | $495 | $0 | $495 |
Total | 1,126 | $320,192 | $0 | $320,192 |
In our reuse activities we are able to offer free refurbished computers to students with disabilities in grades k through 12 for educational use in their homes. One student was a third grader with speech/language disabilities. He was excited to receive a computer and had asked Santa for one but household finances were tight. He told his mother, "... first thing he going to check out is, Titanic, and all other ships that sank...He has loved history since he was 4. I asked him if on his birthday he wanted to go roller skating, or a movie. He said no thanks, can we go to a museum?"
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 172 | 01 | 435 | 608 |
2. AT was only available through the AT program. | 06 | 01 | 202 | 209 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 02 | 00 | 78 | 80 |
4. Subtotal | 180 | 02 | 715 | 897 |
5. None of the above | 00 | 00 | 48 | 48 |
6. Subtotal | 180 | 02 | 763 | 945 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 180 | 02 | 763 | 945 |
9. Performance on this measure | 100% | 100% | 93.71% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 759 | 80.32% |
Satisfied | 178 | 18.84% |
Satisfied somewhat | 06 | 0.63% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 02 | 0.21% |
Total Surveyed | 945 | |
Response rate % | 99.79% |
Primary Purpose of Short-Term Device Loan | Number |
---|---|
Assist in decision-making (device trial or evaluation) | 541 |
Serve as loaner during service repair or while waiting for funding | 17 |
Provide an accommodation on a short-term basis for a time-limited event/situation | 135 |
Conduct training, self-education or other professional development activity | 55 |
Total | 748 |
Type of Individual or Entity | Number of Device Borrowers |
---|---|
Individuals with Disabilities | 207 |
Family Members, Guardians, and Authorized Representatives | 201 |
Representative of Education | 144 |
Representative of Employment | 08 |
Representatives of Health, Allied Health, and Rehabilitation | 128 |
Representatives of Community Living | 13 |
Representatives of Technology | 47 |
Total | 748 |
Length of Short-Term Device Loan in Days | 30 |
---|
Type of AT Device | Number |
---|---|
Vision | 38 |
Hearing | 58 |
Speech Communication | 169 |
Learning, Cognition and Developmental | 237 |
Mobility, Seating and Positioning | 163 |
Daily Living | 78 |
Environmental Adaptations | 130 |
Vehicle Modification and Transportation | 00 |
Computers and Related | 358 |
Recreation, Sports and Leisure | 21 |
Total | 1,252 |
A young woman contacted our office in hopes of getting assistance in replacing her broken and discontinued Braille device. She wrote, "Earlier this year I felt I lost my entire ability to stay connected with the world literally at my fingertips." Her Braille device allowed her to stay in contact with people, track appointments, and stay organized, as well as access the materials she needed to fulfill home and community responsibilities. The IATP was able loan her a Braille display for an extended period of time, while she researched her options in choosing and purchasing a replacement. We told her about our low-interest financial loan program, which would allow her to purchase a new device. In addition, we referred her to other agencies that could possibly help cover the some of the cost and/or apply for assistance in obtaining a new device. She was able to obtain funding for the device. Having a borrowed device, during that transition, was invaluable for her to continue everyday tasks needed to live. In her thank you note she wrote, "I want to express my gratitude and appreciation to these amazing people for bending over backwards, accommodating me, and supporting me in helping me through these past few months. I could not have done this without them. Had it not been for them, I would have had to function without a device, and would have been totally lost in doing so. Thank you ever so kindly for allowing me this wonderful experience in working with you. It has been more than a pleasure. I hope you are able to help others as much as you have helped me in the future."
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 317 | 12 | 181 | 510 |
Decided that an AT device/ service will not meet needs | 08 | 00 | 03 | 11 |
Subtotal | 325 | 12 | 184 | 521 |
Have not made a decision | 07 | 00 | 07 | 14 |
Subtotal | 332 | 12 | 191 | 535 |
Nonrespondent | 01 | 02 | 03 | 06 |
Total | 333 | 14 | 194 | 541 |
Performance on this measure | 97.89% | 100% | 96.34% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 27 | 00 | 64 | 91 |
2. AT was only available through the AT program. | 45 | 02 | 36 | 83 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 10 | 01 | 09 | 20 |
4. Subtotal | 82 | 03 | 109 | 194 |
5. None of the above | 01 | 00 | 09 | 10 |
6. Subtotal | 83 | 03 | 118 | 204 |
7. Nonrespondent | 01 | 00 | 02 | 03 |
8. Total | 84 | 03 | 120 | 207 |
9. Performance on this measure | 98.8% | 100% | 92.37% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 605 | 80.88% |
Satisfied | 123 | 16.44% |
Satisfied somewhat | 18 | 2.41% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 02 | 0.27% |
Total Surveyed | 748 | |
Response rate % | 99.73% |
Type of AT Device / Service | Number of Demonstrations of AT Devices / Services |
---|---|
Vision | 01 |
Hearing | 10 |
Speech Communication | 51 |
Learning, Cognition and Developmental | 14 |
Mobility, Seating and Positioning | 03 |
Daily Living | 01 |
Environmental Adaptations | 01 |
Vehicle Modification and Transportation | 00 |
Computers and Related | 12 |
Recreation, Sports and Leisure | 01 |
Total # of Devices Demonstrated | 94 |
Type of Participant | Number of Participants in Device Demonstrations |
---|---|
Individuals with Disabilities | 88 |
Family Members, Guardians, and Authorized Representatives | 76 |
Representatives of Education | 159 |
Representatives of Employment | 01 |
Health, Allied Health, Rehabilitation | 03 |
Representative of Community Living | 13 |
Representative of Technology | 02 |
Total | 342 |
Type of Entity | Number of Referrals |
---|---|
Funding Source (non-AT program) | 10 |
Service Provider | 13 |
Vendor | 66 |
Repair Service | 00 |
Others | 00 |
Total | 89 |
Two elementary students in rural Idaho were struggling with reading and writing skills. We provided consultation services for their school teams to help them brain-storm assistive technology tools to trial. The consultation services included the demonstration of several types of scanning and reading pens. Further, we provided short-term loans of scanning/reading pens, which were successfully used with the students to help them access their reading assignments. Based on demonstration and successful short-term implementation - facilitated by our services - the school district decided to purchase 8 reading pens for students throughout their district to use.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 61 | 05 | 23 | 89 |
Decided that an AT device/ service will not meet needs | 01 | 00 | 00 | 01 |
Subtotal | 62 | 05 | 23 | 90 |
Have not made a decision | 01 | 00 | 01 | 02 |
Subtotal | 63 | 05 | 24 | 92 |
Nonrespondent | 02 | 00 | 00 | 02 |
Total | 65 | 05 | 24 | 94 |
Performance on this measure | 95.38% | 100% | 95.83% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 294 | 85.96% |
Satisfied | 44 | 12.87% |
Satisfied somewhat | 00 | 0% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 04 | 1.17% |
Total | 342 | |
Response rate % | 98.83% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 199 | 01 | 517 | 717 |
2. AT was only available through the AT program. | 51 | 03 | 238 | 292 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 12 | 01 | 87 | 100 |
4. Subtotal | 262 | 05 | 842 | 1,109 |
5. None of the above | 01 | 02 | 64 | 67 |
6. Subtotal | 263 | 07 | 906 | 1,176 |
7. Nonrespondent | 01 | 01 | 03 | 05 |
8. Total | 264 | 08 | 909 | 1,181 |
9. Performance on this measure | 95.06% | 50% | 83.24% | 85.65% |
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 | 378 | 17 | 204 | 599 |
Decided that an AT device/ service will not meet needs | 09 | 00 | 03 | 12 |
Subtotal | 387 | 17 | 207 | 611 |
Have not made a decision | 08 | 00 | 08 | 16 |
Subtotal | 395 | 17 | 215 | 627 |
Nonrespondent | 03 | 02 | 03 | 08 |
Total | 398 | 19 | 218 | 635 |
Performance on this measure | 97.48% | 100% | 96.28% | 97.14% |
ACL Performance Measure | 90% | |||
Met/Not Met | Met |
Customer Rating of Services | Percent | ACL Target | Met/Not Met |
---|---|---|---|
Highly satisfied and satisfied | 98.73% | 95% | Met |
Response Rate | 99.27% | 90% | Met |
Type of Participant | Number |
---|---|
Individuals with Disabilities | 02 |
Family Members, Guardians and Authorized Representatives | 01 |
Representatives of Education | 489 |
Representatives of Employment | 44 |
Rep Health, Allied Health, and Rehabilitation | 55 |
Representatives of Community Living | 69 |
Representatives of Technology | 00 |
Unable to Categorize | 197 |
TOTAL | 857 |
Metro | Non Metro | Unknown | TOTAL |
---|---|---|---|
382 | 292 | 183 | 857 |
Primary Topic of Training | Participants |
---|---|
AT Products/Services | 422 |
AT Funding/Policy/ Practice | 00 |
Combination of any/all of the above | 90 |
Information Technology/Telecommunication Access | 25 |
Transition | 320 |
Total | 857 |
Describe innovative one high-impact assistance training activity conducted during the reporting period:
Idaho AT Project staff participated in the Idaho Health Care Association Conference titled, "Life Tools, Caregiver Tools.". Idaho AT Project staff presented on technology specific to independence and care-giving to increase attendees' practical knowledge of assistive technology for daily living and care providing to others. The presentation included a variety of devices and smart technology available on the market today to assist individuals with various disabilities, and those who care for them.
Breifly describe one training activity related to transition conducted during the reporting period:
The largest and greatest high-impact training activity the Idaho AT Project hosts is still the Tools for Life: Secondary Transition and Technology Fair held March each year. Since each year the Fair rotates locations around the state we are able to provide training to a boarder audience. Attendees included high school students with disabilities, family members, educators and related professionals. The Fair provides an opportunity for the transitioning students in attendance to learn about resources, tools, and organizations to support their goals related to education, employment, and independent living.
Breifly describe one training activity related to Information and Communication Technology accessibility:
The Idaho AT Project, as the lead, provides ongoing ICT statewide training with the grassroots accessibility organization IDAC (Idaho Digital Accessibility Consortium). Understanding Accessibility Reports is one such presentation that offered attendees information on the purpose of accessibility reports, explanation and overview of the Microsoft Accessibility Checker and Adobe Accessibility Reports. Other topics covered included definitions specific to digital accessibility and the importance of using reports and checkers when creating digitally accessible materials.
Outcome/Result From IT/Telecommunications Training Received | Number |
---|---|
IT and Telecommunications Procurement or Dev Policies | 24 |
Training or Technique Assistance will be developed or implemented | 00 |
No known outcome at this time | 01 |
Nonrespondent | 00 |
Total | 25 |
Performance Measure Percentage | 96% |
ACL Target Percentage | 70% |
Met/Not Met | Met |
Education | 62% |
---|---|
Employment | 15% |
Health, Allied Health, Rehabilitation | 10% |
Community Living | 10% |
Technology (IT, Telecom, AT) | 3% |
Total | 100% |
Describe Innovative one high-impact assistance activity that is not related to transition:
IATP staff provided trainings on assistive technology to increase independence and safety for elders, people with disabilities, and caregivers to a wide variety of organizations including the regional Area Agency on Aging offices, senior living facilities, caregiver conferences, senior fairs, SHIBA volunteers, disability support groups, and Administration on Community Living National Lifespan Respite Network grant recipients. In an effort to expand AT knowledge among health professionals around the state, staff also presented at the state Occupational Therapy Association Conference, the Idaho Speech, Language & Hearing Association Conference, the Idaho Health Care Association Conference, and the Idaho Independent Living Conference.
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
Staff from the Idaho AT program worked collaboratively with several universities, state agencies, family members and advocates to grow and increase Think College programs across Idaho.
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. Idaho AT Project staff participates in statewide informational events throughout the year. These events included conferences, health fairs, Disability Awareness Day events, etc. Information shared includes IATP services and we always have a variety of devices on display so consumers can actually see and handle items. We find this always helps bring awareness to consumers. The Project was able to reach over 2,800 individuals at these events, including individuals with disabilities, family members, and service providers from all areas.
2. The Idaho AT Project uses a combination of Facebook and Pinterest pages, as well as Tater Tech Notes newsletter to share information with consumers. Facebook followers learn about a weekly featured device available in our lending libraries, project events, and new and innovative devices on the market today. Pinterest is used to share device information and ideas on anything from Mobility, to environmental adaptations, to recreation, sports and leisure and more. We currently have over 10,000 followers on Pinterest. Facebook posts have reached over 17,403 people from all around the world.
Types of Recipients | AT Device/ Service |
AT Funding | Total |
---|---|---|---|
Individuals with Disabilities | 161 | 84 | 245 |
Family Members, Guardians and Authorized Representatives | 263 | 84 | 347 |
Representative of Education | 250 | 07 | 257 |
Representative of Employment | 73 | 05 | 78 |
Representative of Health, Allied Health, and Rehabilitation | 74 | 20 | 94 |
Representative of Community Living | 79 | 09 | 88 |
Representative of Technology | 24 | 25 | 49 |
Unable to Categorize | 00 | 00 | 00 |
Total | 924 | 234 | 1,158 |
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 Idaho AT Program developed 5 modules of AAC training for SLP, educational professionals, and others. This training was conducted face-to-face in 3 locations across the state, made available online for community wide consumption and located inside an LMS for PD credit.
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 AAC in the classroom practices and procedures were developed and distributed through the trainings and made available online. The implementation process is step-two of this initiative.
3. What was the primary area of impact for this state improvement outcome?
Education
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?
Did you have Additional and Leveraged Funding to Report? | Yes |
---|
Fund Source | Amount | Use of Funds |
---|---|---|
Federal | $22,899 | Device Loan |
Public/State Agency | $45,898 | Demonstration |
Public/State Agency | $12,470 | Reuse |
Public/State Agency | $113,271 | Training |
Public/State Agency | $25,338 | Technical Assistance |
Federal | $7,370 | Training |
Public/State Agency | $69,414 | Device Loan |
Public/State Agency | $5,524 | Public Awareness, I&A |
Federal | $7,808 | Public Awareness, I&A |
Federal | $3,212 | Demonstration |
Federal | $18,695 | State Financing |
Amount: $331,899 |
Fund Source | Amount | Use of Funds | Individuals Served | Other Outcome |
---|
Center for Assistive Technology Act Data Assistance . Saved: Mon Mar 09 2020 08:38:31 GMT-0500 (Central Daylight Time)