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:

COVID-19 pandemic had the least impact in financial loans as much of the interactions were done telephonically during stay at home public health orders.

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:

This year has been challenging for everyone with COVID-19 and immediate stay at home public health orders in March 2020. Individuals with disabilities were staying home, business operations were halted and transportation resulted in a decrease until the Governor lifted restrictions. Adding masks, social distancing and curbside service to our practice allowed to continue providing these vital AT items when limited services were allowed again.

I. Notes:

The Governor responded quickly to COVID-19 with an immediate stay at home public health order with businesses and schools halting all services until new practices and protocols were put into place. Our AT Program adjusted service delivery and responded quickly to all requests, providing device loans via delivery service statewide.

G. Notes:

COVID-19 stay at home public health order was challenging for individuals with disabilities to move to on-line services. Many areas of our rural state have little or no connectivity to internet services and it took time for some areas, such as schools to find solutions, and this continues to be a problem. Protocols to provide viable remote demonstrations were put implemented to allow the extra time, close visualization of the devices and, when possible, loaning devices to the individual for demonstration. This allows an individual to have the hands-on experience and some devices are not possible to provide remotely.

C. Description of Training Activities

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

The AT Program traveled to a small city in the Northwestern part of the state to provide training that increased awareness and access of current AT. In depth information and skill development for a variety of tools for individuals with disabilities focused on devices and applications that generate speech for those who are unable to speak. Professionals from several rural surrounding counties working in different service organizations attended. The hands-on experience engaged those working in K-12 and university education, independent living centers, developmental disability programs, vocational rehabilitation programs and members of the Navajo Nation. Four low tech to high tech speech generating devices, four speech applications for iPad tablets, and an eye-controlled device were shown and used by attendees. Devices and applications that allow for fluent communication for people in all phases of life encouraged those present to discuss options for specific individuals they serve.

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

Despite our mostly rural state, our AT Program travels annually to all quadrants to provide training to all professionals in the school systems. This year reduced those in person trainings. In July 2020, our AT Program provided a virtual training via Zoom on the topic of Assistive Technology for Online Schooling. This training reviewed several AT devices to assist with the challenges of providing learning in an online platform including reading pens, devices that will read scanned hard-copy text aloud, smart pens to assist with note taking, applications for mobile devices that can transcribe speech-to-text, internet browser tools to make webpages easier to read, and applications to assist with scheduling and keeping track of homework assignments. While all these tools are useful in a traditional classroom, they have become essential in an online environment. Two large trainings were timed to prepare teachers, therapists and support staff statewide for the next school year which was going to still be online. One hundred thirty-two professionals from all over the state attended with high satisfaction rating.

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

Training was provided at a statewide Dream Bigger Summit Conference in October 2019. Our AT Program provided training on document/web accessibility. This included: how to make accessible documents in Word, PowerPoint, Excel, and Adobe PDF, the laws associated with making websites accessible, and how to fix inaccessible websites with issues such as alt-text, captions, color contrast, and structure. Also provided were resources on the subject and accessibility checker information, so that individuals can readily assess and update their own websites. In attendance were twenty-six members from the around state including government agencies, advocates of persons with disabilities, disability rights organizations, representatives from educational institutions, and individuals with disabilities. Seventeen individuals indicated they would be changing their practices as a result of the training. The goal of this training was to provide the power and tools to keep information accessible, not just awareness of accessibility in web and document communication.

E. Notes:

Due to COVID-19, a large annual training conference our AT Program provides and smaller rural training dates were cancelled this year. Protocols were adapted to offer trainings using an accessible web-based platform.

B. Description of Technical Assistance

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

With the onset of the COVID-19 crisis in March 2020, the K-12 schools suspended on-site education and moved to a virtual education content delivery method. The AT Program worked with the superintendents, special education directors, teachers and IT Specialists in the nine school districts in a Northeastern rural region of the state. A review of AT devices that would work for students with disabilities as well as universally for all students was done. With the help of the AT Program all the districts in the San Miguel, Mora, Santa Fe and Guadalupe counties agreed on the best choice and purchased Chromebooks, with a certain percentage having touch-screen capability to accommodate students with more severe disabilities. The collaborative effort continued beyond changing the procedures for online education including assistance in activating accessibility features such as Speech to Text, Text to Speech auditory and visual accommodations. Teachers, students and parents were trained in th

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

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. Throughout the school year public schools hold Transition Fairs to assist students and their families in finding disability resources within the community. Our AT Program had an information table at the Atrisco Heritage Academy High School Transition Fair. Information was provided verbally and via print materials such as brochures. Of the approximately 100 people in attendance, about 40 people engaged in one on one conversations about AT and our services. Three of these had a high impact for specific students seeking information about assistive technology and options that are available to them. These interactions resulted in device demonstrations and devices loans, with these students successfully finding AT that worked for them.

2.

Notes: