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

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:

Due to the COVID-19 pandemic, State financing activities slowed drastically. We were able to adapt our financial loan to a contactless process but our telecommunications services, which is done in person and primarily in consumer homes was temporarily placed on hold and then moved to virtual service delivery which was quite challenging to provide.

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:

Due to COVID-19, number of devices reused were dramatically impacted. The AT Act Program's Partner Agency who primarily provides Reuse activities on our behalf is offering curb side pick up and drop off, and is open by appointment only.

I. Notes:

Due to the COVID-19 pandemic, device lending by the state AT Act program and community AT partner agencies slowed. In many cases devices out on loan were extended and devices were not returned for some time. Some items are still out on loan. Additionally, lending of devices was put on hold temporarily in the early months of March, April and May and then resumed slowly and on a case by case basis, in some cases by appointment only and/or via curb side pick up. Personal Protective Equipment was provided to all partner agencies to ensure increased sanitization of devices prior to lending and upon return of items.

G. Notes:

Two demo centers were impacted by loss of staff. Our Eastern CT AT Center had their one staff person go out on FMLA for the majority of the year and our Western CT AT Center had their one staff person move onto a new role and they struggled to fill the vacancy, which caused our AT demonstration numbers to decline. Also, due to the COVID-19 pandemic, AT device demonstrations by the state AT Act program and community AT partner agencies slowed and as a result, numbers are lower than previous years. In person AT Device demonstrations were put on hold temporarily in the early months of March, April and May and then resumed slowly and on a case by case basis, in some cases by appointment only. Adjustments were made to offer AT device demonstrations virtually if at all possible. Additionally, Personal Protective Equipment (PPE) was provided to all partner agencies to ensure increased sanitization of devices prior to and upon completed of AT device demonstrations.

C. Description of Training Activities

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

State AT Act Program Director assisted in the creation of a new Tablet Technology service for the vocational rehabilitation (VR) agency, which included establishing new processes, developing policies, and providing training to 60 participants to teach them how to utilize and implement the new service with consumers. The training reviewed policies, procedures as well as instruction on the actual tablets that consumers could receive. As a result of this new service and the training provided, vocational rehabilitation consumers can participate in their VR services remotely with their VR counselors, providers and with employers during the COVID-19 pandemic.

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

When all the school buildings closed due to COVID-19, AT providers had to come up with alternative ways to provide their service. The biggest challenge was how to provide appropriate services for a student who had significant individual needs and who could not participate in a classroom video chat. One such student was a young man with significant physical and visual impairments who requires assistive technology in order for him to participate. One way this student was able to participate in school activities from home, was to provide and train the family with all the devices. The devices the student used at school were purchased by the district based after successful trials of items loaned from EASTCONN’s Lending Library. Once the devices were brought to the home, the AT providers met with the student’s family virtually on a weekly basis to provide training and strategies on use of the equipment. Training videos on each device were also made by the AT providers for the family to follow and refer to after the initial training. The family was trained on the following equipment: iPad mini with Go Talk Now, Step-by-Step sequencer, all turn spinner, powerlink, Uno attack, Art spinner, laptop computer with switch interface to access switch based websites for academic and leisure tasks. The student was able to continue his progress with switch use in order to make choices, engage in classroom virtual meetings, help with daily chores, and participate in academic tasks. It also allowed him to enjoy leisure activities such as listening to books and participating in art.

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

In response to the COVID-19 pandemic, State AT partner agency, NEAT center adjusted their delivery model from in person ICT training to virtual training via the ZOOM platform. The trainers streamlined two half day trainings into two 90-minute live webinars and guided attendees through specialized training on document accessibility specific to Microsoft Word, PowerPoints and PDFs as well as digital accessibility and Section 508 compliance. There were 35 participants looking to increase the reach of their business by making their content more accessible.

E. Notes:

B. Description of Technical Assistance

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

Community Living TA: State AT Act Program received CARES Act funding through the State Unit on Aging to assist in the creation of the Stay Connected program to help reduce social isolation in older adults and individuals with disabilities, due to COVID-19. the focus was on providing access to AT for social connectedness to family, friends, community and telehealth. Using a validated social isolation scale, eligible individuals receive an AT consultation, technology device(s) and training primarily by contracted community AT Partners. Approximately 125 CT residents have been served thus far and the program will run through Sept. 2021. funding for technology has been leveraged through other programs and funding resources, i.e.: National Family Caregiver Program, Center for Independent Living Part B funds, etc. Program has been spotlighted by AT3, several other states are interested in & in the process of replicating this program in their states.

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

n/a - Due to COVID-19 no TA activities related to transition have taken place.

C. Notes:

Education TA: Program Director provided ongoing technical assistance to the CT Vocational Rehabilitation Employment Division and the CT State College and University System (CSCU) in the creation of a training program to help train individuals with disabilities to remediate and create Accessible forms for the professors of state colleges. TA focused on creation a job description, training curriculum, and creation of a pilot project. Pilot project was expected to roll out in the Spring 2020 semester but was delayed and due to the COVID-19 pandemic has been placed on hold. The impact of this pilot is that all state colleges could have trained individuals working for them to ensure accessible educational materials, while also ensuring that individuals with disabilities who participate in the training are able to find employment at the end of their training program. Once the COVID-19 pandemic is under control, this TA will resume and hopefully have the intended results.

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. A public awareness presentation was provided at the 2020 Aging Matters Conference, which was moved to a virtual platform due to COVID-19. Attendees included the general public along with representatives from various Connecticut organizations such as The CT Coalition on Aging and Developmental Disabilities, The CT Department of Developmental Services, Aging and Disability Services, CT State Unit on Aging, & The CT Chapter of the American Association on Intellectual and Developmental Disabilities and more. During this virtual presentation various types of assistive technology solutions to improve access to telehealth services during the COVID pandemic were introduced and discussed to help participants better access these services while using Assistive Technology. Approximately 50 individuals were in attendance.

2. State AT Act Partner Agency presented at a statewide conference on Gaming Accessibility – "What’s all the Buzz About?" There were about 15 people in attendance enthusiastically eager to learn the basics of videogame accessibility. The three foundational aspects of gaming accessibility were discussed: Vision (color-blind settings), physical (controller remapping), and hearing (subtitles) as well as how game developers can go above and beyond for each category. Participants had the opportunity to play several video games using different accessible controller schemes. Afterwards, discussion ensued around what scheme and what settings could be considered AT for what kind of gamers and based on individual's disabilities. This was a very interactive session with lots of hands on experience and Q&A. Many participants reached out with additional questions after the session ended.

Notes:

Due to COVID-19 pandemic, Information and Assistance slowed drastically for several months across the State AT Act Program and AT Partner agencies.