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? | No |
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? | 4 |
---|
How would you describe this state financing activity? | Other: Equipment Distribution |
---|
County of Residence | Individuals Served |
---|---|
A. Metro (RUCC 1-3) | 5 |
B. Non-Metro (RUCC 4-9) | 0 |
C. Total Served | 5 |
Performance Measure | |
---|---|
D. Excluded from Performance Measure | 0 |
E. Number of Individuals Included in Performance Measures | 5 |
If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance measure:
Type of AT Device / Service | Number of Devices Funded | Value of AT Provided |
---|---|---|
Vision | 5 | 689.00 |
Hearing | 0 | 0.00 |
Speech communication | 0 | 0.00 |
Learning, cognition, and developmental | 0 | 0.00 |
Mobility, seating and positioning | 0 | 0.00 |
Daily living | 0 | 0.00 |
Environmental adaptations | 0 | 0.00 |
Vehicle modification and transportation | 0 | 0.00 |
Computers and related | 0 | 0.00 |
Recreation, sports, and leisure | 0 | 0.00 |
Total | 5 | 689.00 |
How would you describe this state financing activity? | Other: Equipment Distribution |
---|
County of Residence | Individuals Served |
---|---|
A. Metro (RUCC 1-3) | 14 |
B. Non-Metro (RUCC 4-9) | 0 |
C. Total Served | 14 |
Performance Measure | |
---|---|
D. Excluded from Performance Measure | 0 |
E. Number of Individuals Included in Performance Measures | 14 |
If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance measure:
Type of AT Device / Service | Number of Devices Funded | Value of AT Provided |
---|---|---|
Vision | 20 | 883.00 |
Hearing | 0 | 0.00 |
Speech communication | 0 | 0.00 |
Learning, cognition, and developmental | 0 | 0.00 |
Mobility, seating and positioning | 0 | 0.00 |
Daily living | 0 | 0.00 |
Environmental adaptations | 0 | 0.00 |
Vehicle modification and transportation | 0 | 0.00 |
Computers and related | 0 | 0.00 |
Recreation, sports, and leisure | 0 | 0.00 |
Total | 20 | 883.00 |
How would you describe this state financing activity? | Last resort - Activity |
---|
County of Residence | Individuals Served |
---|---|
A. Metro (RUCC 1-3) | 6 |
B. Non-Metro (RUCC 4-9) | 0 |
C. Total Served | 6 |
Performance Measure | |
---|---|
D. Excluded from Performance Measure | 0 |
E. Number of Individuals Included in Performance Measures | 6 |
If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance measure:
Type of AT Device / Service | Number of Devices Funded | Value of AT Provided |
---|---|---|
Vision | 0 | 0.00 |
Hearing | 0 | 0.00 |
Speech communication | 3 | 1066.00 |
Learning, cognition, and developmental | 0 | 0.00 |
Mobility, seating and positioning | 0 | 0.00 |
Daily living | 0 | 0.00 |
Environmental adaptations | 0 | 0.00 |
Vehicle modification and transportation | 0 | 0.00 |
Computers and related | 22 | 4594.00 |
Recreation, sports, and leisure | 0 | 0.00 |
Total | 25 | 5660.00 |
How would you describe this state financing activity? | Telecommunications equipment distribution |
---|
County of Residence | Individuals Served |
---|---|
A. Metro (RUCC 1-3) | 5 |
B. Non-Metro (RUCC 4-9) | 0 |
C. Total Served | 5 |
Performance Measure | |
---|---|
D. Excluded from Performance Measure | 0 |
E. Number of Individuals Included in Performance Measures | 5 |
If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance measure:
Type of AT Device / Service | Number of Devices Funded | Value of AT Provided |
---|---|---|
Vision | 12 | 6634.00 |
Hearing | 0 | 0.00 |
Speech communication | 0 | 0.00 |
Learning, cognition, and developmental | 0 | 0.00 |
Mobility, seating and positioning | 0 | 0.00 |
Daily living | 0 | 0.00 |
Environmental adaptations | 0 | 0.00 |
Vehicle modification and transportation | 0 | 0.00 |
Computers and related | 15 | 7361.00 |
Recreation, sports, and leisure | 0 | 0.00 |
Total | 27 | 13995.00 |
How many state financing activities that allow consumers to obtain AT at a reduced cost were included in your approved state plan? | 0 |
---|
A young adult from the mid-state region, who has Down Syndrome and Autism, had broken the iPad he used as an AAC device. His family could not afford to purchase a replacement at this time and he was without a means of expressive communication. Through the CSI program, which is partially funded by the Delaware Developmental Disabilities Council (Combating Social Isolation through Technology), he was able to obtain a new iPad with the AAC application he was familiar with. He was also provided with a rugged case with amplification (as he also has a hearing disability) and carrying strap. He can now communicate his needs and wants again.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 00 | 02 | 28 | 30 |
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 | 02 | 28 | 30 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 00 | 02 | 28 | 30 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 00 | 02 | 28 | 30 |
9. Performance on this measure | NaN% | 100% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 29 | 96.67% |
Satisfied | 01 | 3.33% |
Satisfied somewhat | 00 | 0% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total Surveyed | 30 | |
Response rate % | 100% |
COVID-19 has resulted in social isolation and significant access issues for people with disabilities. In response to heightened interest in establishing equipment distribution programs to enable people with disabilities, DATI collaborated with the Delaware Developmental Disabilities Council to create CSI Delaware (Combating Social Isolation through Technology) for individuals with intellectual and developmental disabilities.
Activity | Number of Individuals Receiving a Device from Activity |
---|---|
A. Device Exchange | 10 |
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 00 |
C. Total | 10 |
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 | 10 |
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 | 05 | $5,147 | $0 | $5,147 |
Hearing | 00 | $0 | $0 | $0 |
Speech Communication | 01 | $7,820 | $0 | $7,820 |
Learning, Cognition and Developmental | 00 | $0 | $0 | $0 |
Mobility, Seating and Positioning | 03 | $8,897 | $300 | $8,597 |
Daily Living | 01 | $35 | $0 | $35 |
Environmental Adaptations | 00 | $0 | $0 | $0 |
Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
Computers and Related | 00 | $0 | $0 | $0 |
Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
Total | 10 | $21,899 | $300 | $21,599 |
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 | 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 | 00 | $0 | $0 | $0 |
Daily Living | 00 | $0 | $0 | $0 |
Environmental Adaptations | 00 | $0 | $0 | $0 |
Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
Computers and Related | 00 | $0 | $0 | $0 |
Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
Total | 00 | $0 | $0 | $0 |
A customer from our central region, who was served in the past by our BOLD (Borrow to Own Low Vision Device) program requested a color indicator device for identifying his clothes. Unfortunately, the cost was $190, which exceeded the limits of the equipment giveaway program that was available. A member of our staff reached out to Blindsight, a local non-profit dedicated to improving the quality of life for the blind and visually impaired. This organization had recently received one as a donation and gave it to us for our client. We picked it up in their office, verified the functionality and gave it to the customer who reported being very happy with the device.
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 | 06 | 06 |
2. AT was only available through the AT program. | 01 | 00 | 03 | 04 |
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 | 01 | 00 | 09 | 10 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 01 | 00 | 09 | 10 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 01 | 00 | 09 | 10 |
9. Performance on this measure | 100% | NaN% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 09 | 90% |
Satisfied | 01 | 10% |
Satisfied somewhat | 00 | 0% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total Surveyed | 10 | |
Response rate % | 100% |
Primary Purpose of Short-Term Device Loan | Number |
---|---|
Assist in decision-making (device trial or evaluation) | 86 |
Serve as loaner during service repair or while waiting for funding | 09 |
Provide an accommodation on a short-term basis for a time-limited event/situation | 06 |
Conduct training, self-education or other professional development activity | 08 |
Total | 109 |
Type of Individual or Entity | Number of Device Borrowers | ||
---|---|---|---|
Desicion-making | All other Purposes | Total | |
Individuals with Disabilities | 28 | 00 | 28 |
Family Members, Guardians, and Authorized Representatives | 25 | 00 | 25 |
Representative of Education | 00 | 22 | 22 |
Representative of Employment | 00 | 01 | 01 |
Representatives of Health, Allied Health, and Rehabilitation | 33 | 00 | 33 |
Representatives of Community Living | 00 | 00 | 00 |
Representatives of Technology | 00 | 00 | 00 |
Total | 86 | 23 | 109 |
Length of Short-Term Device Loan in Days | 14 |
---|
Type of AT Device | Number of Devices | ||
---|---|---|---|
Desicion-making | All other Purposes | Total | |
Vision | 35 | 19 | 54 |
Hearing | 10 | 07 | 17 |
Speech Communication | 30 | 10 | 40 |
Learning, Cognition and Developmental | 16 | 03 | 19 |
Mobility, Seating and Positioning | 08 | 00 | 08 |
Daily Living | 09 | 00 | 09 |
Environmental Adaptations | 28 | 18 | 46 |
Vehicle Modification and Transportation | 00 | 00 | 00 |
Computers and Related | 40 | 21 | 61 |
Recreation, Sports and Leisure | 21 | 00 | 21 |
Total | 197 | 78 | 275 |
A school-based Certified Occupational Therapist Assistant visited our Kent County Assistive Technology Resource Center to explore a variety of computer mice and keyboards for his student aged 6-11. Several items were loaned including a Roller Plus joystick. They were very grateful that we allowed them to trial the product for several months to determine whether this was the "right" device, giving feedback that it was instrumental in helping the student with her computer usage. It was determined this device worked and the district ordered the Roller Plus joystick.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 27 | 02 | 27 | 56 |
Decided that an AT device/ service will not meet needs | 03 | 02 | 12 | 17 |
Subtotal | 30 | 04 | 39 | 73 |
Have not made a decision | 06 | 00 | 07 | 13 |
Subtotal | 36 | 04 | 46 | 86 |
Nonrespondent | 00 | 00 | 00 | 00 |
Total | 36 | 04 | 46 | 86 |
Performance on this measure | 83.33% | 100% | 84.78% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 02 | 00 | 00 | 02 |
2. AT was only available through the AT program. | 07 | 02 | 06 | 15 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 01 | 01 | 02 |
4. Subtotal | 09 | 03 | 07 | 19 |
5. None of the above | 02 | 00 | 01 | 03 |
6. Subtotal | 11 | 03 | 08 | 22 |
7. Nonrespondent | 01 | 00 | 00 | 01 |
8. Total | 12 | 03 | 08 | 23 |
9. Performance on this measure | 81.82% | 100% | 87.5% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 99 | 90.83% |
Satisfied | 09 | 8.26% |
Satisfied somewhat | 01 | 0.92% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total Surveyed | 109 | |
Response rate % | 100% |
Type of AT Device / Service | Number of Demonstrations of AT Devices / Services |
---|---|
Vision | 11 |
Hearing | 01 |
Speech Communication | 07 |
Learning, Cognition and Developmental | 04 |
Mobility, Seating and Positioning | 00 |
Daily Living | 02 |
Environmental Adaptations | 00 |
Vehicle Modification and Transportation | 00 |
Computers and Related | 01 |
Recreation, Sports and Leisure | 00 |
Total # of Devices Demonstrated | 26 |
Type of Participant | Number of Participants in Device Demonstrations |
---|---|
Individuals with Disabilities | 17 |
Family Members, Guardians, and Authorized Representatives | 16 |
Representatives of Education | 06 |
Representatives of Employment | 00 |
Health, Allied Health, Rehabilitation | 08 |
Representative of Community Living | 01 |
Representative of Technology | 00 |
Total | 48 |
Type of Entity | Number of Referrals |
---|---|
Funding Source (non-AT program) | 07 |
Service Provider | 01 |
Vendor | 00 |
Repair Service | 00 |
Others | 64 |
Total | 72 |
An older couple made an appointment to visit one of the Assistive Technology Resource Centers because the wife’s vision loss was progressing and she was struggling with activities of daily living. She wanted to be able to cook independently again, yet was unable to read her recipes and did not want her husband to have to read them aloud to her. On their first visit, they were given demonstrations of several devices, including CCTVs, handheld video magnifiers, and magnifying glasses, and were also shown how their smartphone could be used to enlarge print. On a second visit, they met with a vendor for demonstrations of additional devices not in the DATI inventory. In the end, the customer purchased a handheld video magnifier similar to one in the DATI inventory but a bit less costly.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 07 | 01 | 07 | 15 |
Decided that an AT device/ service will not meet needs | 01 | 00 | 00 | 01 |
Subtotal | 08 | 01 | 07 | 16 |
Have not made a decision | 04 | 01 | 05 | 10 |
Subtotal | 12 | 02 | 12 | 26 |
Nonrespondent | 00 | 00 | 00 | 00 |
Total | 12 | 02 | 12 | 26 |
Performance on this measure | 66.67% | 50% | 58.33% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 45 | 93.75% |
Satisfied | 03 | 6.25% |
Satisfied somewhat | 00 | 0% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total | 48 | |
Response rate % | 100% |
Due to COVID-19, the Assistive Technology Resource Centers in all three counties operated with modified schedules and with protocols in place to provide in-person services while keeping our customers and staff safe. To continue to provide services, team members made accommodations whenever possible when services such as demos could be done via Facetime or Zoom.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 02 | 02 | 34 | 38 |
2. AT was only available through the AT program. | 08 | 02 | 09 | 19 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 01 | 01 | 02 |
4. Subtotal | 10 | 05 | 44 | 59 |
5. None of the above | 02 | 00 | 01 | 03 |
6. Subtotal | 12 | 05 | 45 | 62 |
7. Nonrespondent | 01 | 00 | 00 | 01 |
8. Total | 13 | 05 | 45 | 63 |
9. Performance on this measure | 83.33% | 80% | 95.56% | 91.94% |
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 | 34 | 03 | 34 | 71 |
Decided that an AT device/ service will not meet needs | 04 | 02 | 12 | 18 |
Subtotal | 38 | 05 | 46 | 89 |
Have not made a decision | 10 | 01 | 12 | 23 |
Subtotal | 48 | 06 | 58 | 112 |
Nonrespondent | 00 | 00 | 00 | 00 |
Total | 48 | 06 | 58 | 112 |
Performance on this measure | 79.17% | 83.33% | 79.31% | 79.46% |
ACL Performance Measure | 90% | |||
Met/Not Met | Not Met |
Customer Rating of Services | Percent | ACL Target | Met/Not Met |
---|---|---|---|
Highly satisfied and satisfied | 99.49% | 95% | Met |
Response Rate | 100% | 90% | Met |
Type of Participant | Number |
---|---|
Individuals with Disabilities | 06 |
Family Members, Guardians and Authorized Representatives | 05 |
Representatives of Education | 450 |
Representatives of Employment | 00 |
Rep Health, Allied Health, and Rehabilitation | 02 |
Representatives of Community Living | 00 |
Representatives of Technology | 00 |
Unable to Categorize | 06 |
TOTAL | 469 |
Metro | Non Metro | Unknown | TOTAL |
---|---|---|---|
469 | 00 | 00 | 469 |
Primary Topic of Training | Participants |
---|---|
AT Products/Services | 287 |
AT Funding/Policy/ Practice | 00 |
Combination of any/all of the above | 00 |
Information Technology/Telecommunication Access | 172 |
Transition | 10 |
Total | 469 |
Describe innovative one high-impact assistance training activity conducted during the reporting period:
With partial support from the Mid-Atlantic ADA Center, the Delaware Assistive Technology Initiative partnered with the Osher Lifelong Learning Institute (OLLI) to offer a training series for older adults to assist them in aging safely and independently at home—and secure or maintain employment, if that was their preference—through the use of assistive technology. Highlighted technology was useful to those with vision loss, hearing loss, compromised fine motor function, and organizational/memory challenges, and ranged from items that can be found at local discount stores to high-tech smart home technology. A series of AT Fact Sheets was produced to accompany the training. The series, which was offered in both spring and fall of 2021, was delivered virtually to 17 individuals.
Briefly describe one training activity related to transition conducted during the reporting period:
With program funding from JPMorganChase Co., the Center for Disabilities Studies at the University of Delaware offers a comprehensive academic and pre-employment program, known as Spectrum Scholars, for undergraduates on the autism spectrum. The AT Specialist in our on-campus Assistive Technology Resource Center provided two trainings for the benefit of the Spectrum Scholars: one for the scholars themselves, and one for those serving as peer mentors. The trainings familiarize the participants with the types of technologies available through Disability Support Services at the university as well as other assistive technologies in the DATI inventory. Some neurodiverse students find that standard accommodations alone do not provide the types of support they need to be successful at the college level, so our trainings include an overview of such items as time management trackers, mindfulness supports, fully-featured calendars, and study tools. Peer mentors recognized the benefit of such tools not only for the students they support but also for themselves!
Briefly describe one training activity related to Information and Communication Technology accessibility:
The undergraduate assistive technology course at the University of Delaware is required for all elementary teacher education students. The one-credit course, which is taught by a DATI staff member, reached 172 students this past year via both virtual and hybrid delivery. One of the emphases of the course is that student needs, preferences and learning styles can be accommodated to a great extent with technology features already resident in mainstream technology such as laptops, tablets, and Chromebooks.
Outcome/Result From IT/Telecommunications Training Received | Number |
---|---|
IT and Telecommunications Procurement or Dev Policies | 00 |
Training or Technical Assistance will be developed or implemented | 00 |
No known outcome at this time | 172 |
Nonrespondent | 00 |
Total | 172 |
Performance Measure Percentage | 0% |
ACL Target Percentage | 70% |
Met/Not Met | Not Met |
This training was for pre-service educators, so we have no information yet about their application of what they learned.
Education | 100% |
---|---|
Employment | % |
Health, Allied Health, Rehabilitation | % |
Community Living | % |
Technology (IT, Telecom, AT) | % |
Total | 100% |
Describe Innovative one high-impact assistance activity that is not related to transition:
The DATI is contracted by the Delaware Department of Education to operate the Delaware Accessible Instructional Materials (AIM) Center, which serves public school children across the state who have print disabilities by transforming standard instructional materials into large print, DAISY and Accessible PDF formats. Several years ago, Delaware implemented two different mechanisms to qualify students for AIM. The first followed the traditional model in which eligible students were required to demonstrate either vision loss, physical disability, or “reading dysfunction of an organic nature.” The second mechanism only required that students be identified by their IEP teams as having a print disability and have the need for AIM documented in their IEPs. Following the enactment of the Marrakesh Treaty Implementation Act, we are now able to collapse these two eligibility categories into one. TA was provided to DOE as it sought to modify its eligibility forms to conform with the new guidance.
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
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. In Winter 2021, a DATI Assistive Technology Specialist contributed an article to Autism Delaware’s newsletter The Sun highlighting internet safety, screen time and setting and maintaining limits for children, teens and adults with ASD. The newsletter has a mail circulation of 1,360, and is also accessible from the organization’s website (ww.autismdelware.org/stay-connected). The article was written in response to the increase in screen time experienced by almost everyone during the height of the pandemic.
2. A session titled Assistive Technology: Knowing and Navigating Policy was offered for the 2020-2021 Partners In Policymaking cohort in June 2021. Partners in Policymaking is a leadership training program that prepares adults with intellectual and developmental disabilities, parents, and caregivers of children and adults with I/DD to be effective advocates at the local, state, and federal levels. In Delaware, Partners in Policymaking is supported by the Delaware Developmental Disabilities Council. For the last 30 years, DATI has provided training on assistive technology, including policy and funding, to the Delaware Partners. This year’s cohort included ten self-advocates and family members.
Types of Recipients | AT Device/ Service |
AT Funding | Total |
---|---|---|---|
Individuals with Disabilities | 26 | 06 | 32 |
Family Members, Guardians and Authorized Representatives | 41 | 07 | 48 |
Representative of Education | 13 | 00 | 13 |
Representative of Employment | 01 | 00 | 01 |
Representative of Health, Allied Health, and Rehabilitation | 12 | 02 | 14 |
Representative of Community Living | 03 | 01 | 04 |
Representative of Technology | 00 | 00 | 00 |
Unable to Categorize | 00 | 00 | 00 |
Total | 96 | 16 | 112 |
Coordination/Collaboration activities are not required. You may report up to two MAJOR coordination/collaboration activities for this reporting period. How many will you be reporting? | 2 |
---|
1. As concisely as possible, describe the partnership initiative. What activities/services were provided? Who are the major collaborating organizations and what is their role? Who is served/benefited? What funding was used to implement the initiative?
In partnership with the Delaware Department of Education (DDOE), the Center for Disabilities Studies—home of the DATI—secured funding from the U.S. Department of Education, Office of Special Education Programs to design and launch the Special Education Administrative Leadership (SEAL) Program. SEAL is an 18-month alternate route program leading to certification in the State of Delaware as a Special Education Administrator. Assistive technology is prominently represented in the curriculum in both coursework and specialty sessions. One specialty session this year featured Ron Hager, Managing Attorney for Education and Employment at the National Disability Rights Network, who has extensive experience in special education and assistive technology, and Beth Mineo, director of the Delaware Assistive Technology Initiative and co-director of the SEAL Program.
2. As concisely as possible, describe the measurable results of the initiative and any lessons learned. How did access to AT change as a result of the coordination/collaboration/partnership? How did awareness of AT change as a result of the partnership? How did the reach of the state AT program change as a result of the partnership? What made the partnership successful? What would you change or wish you had done differently? Provided funding/resources are available, will the initiative continue or is this a one-time event? What advice would you give for replication of the initiative? Please include URL for initiative if available.
Our first cohort of scholars will complete the program shortly. We expect them to move into district and building leadership roles in the coming years, and they will bring with them a contemporary perspective on the responsibilities of the education system relative to AT access. They have familiarity with tools such as the QIAT Matrices and the SETT Framework that they can implement for quality improvement, and with the services that they can access through the Delaware Assistive Technology Initiative. The DDOE also provides funding for the SEAL Program, and it is our intent for the program to be sustained after federal funding ceases through a combination of DDOE support and tuition paid by the scholars. URL: https://www.cds.udel.edu/seal/
3. What focus areas(s) were addressed by the initiative?
Education; Transition(school to work or congregate care to community);
4. What AT Act authorized activity(s) were addressed?
Training;
1. As concisely as possible, describe the partnership initiative. What activities/services were provided? Who are the major collaborating organizations and what is their role? Who is served/benefited? What funding was used to implement the initiative?
In collaboration with the Delaware Developmental Disabilities Council, the DATI extended its equipment distribution portfolio with the addition of “CSI Delaware” (Combating Social Isolation and Promoting Community Engagement through Assistive Technology). The program places equipment that will be used to mitigate social isolation into the hands of individuals of all ages with intellectual and developmental disabilities. We engaged staff from the Delaware Division of Developmental Disabilities Services in getting the word out to individuals served by that state agency. To date, 22 items have been distributed that enable people with I/DD to engage with their communities and communicate more effectively.
2. As concisely as possible, describe the measurable results of the initiative and any lessons learned. How did access to AT change as a result of the coordination/collaboration/partnership? How did awareness of AT change as a result of the partnership? How did the reach of the state AT program change as a result of the partnership? What made the partnership successful? What would you change or wish you had done differently? Provided funding/resources are available, will the initiative continue or is this a one-time event? What advice would you give for replication of the initiative? Please include URL for initiative if available.
One of our frequent observations is that a number of individuals are seeking technology without the benefit of an evaluation of their needs to enable a match between the user’s profile and the features of the technology. The CSI program offers both evaluation and training services, which lengthens the device acquisition process but increases the likelihood that the equipment provided will meet the needs of our customers. Many individuals seeking equipment through our program have tried to get it through other means but have been turned away. Funding from the DD Council is slated to expire in June 2022; we intend to share de-identified data about applicants and their needs with a variety of state agencies to demonstrate the unmet needs among their constituents. Adults with I/DD have the greatest challenges in securing AT devices/services that meet their needs. URL: https://www.cds.udel.edu/at/giveaway/
3. What focus areas(s) were addressed by the initiative?
Education; Community Participation and Integration; Recreation / Leisure; Transition(school to work or congregate care to community);
4. What AT Act authorized activity(s) were addressed?
State Financing;
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? | 00 |
---|
Did you have Additional and Leveraged Funding to Report? | Yes |
---|
Fund Source | Amount | Use of Funds | Data Reported |
---|---|---|---|
Private | $9,626 | Technical Assistance | True |
Public/State Agency | $28,711 | Technical Assistance | True |
Private | $9,788 | Training | True |
Private | $9,500 | Device Loan | True |
Public/State Agency | $175,041 | Technical Assistance | True |
Private | $5,115 | State Financing | True |
Private | $2,679 | State Financing | True |
Private | $736 | Device Loan | True |
Public/State Agency | $11,035 | State Financing | True |
Federal | $25,761 | State Financing | True |
Public/State Agency | $77,936 | Training | True |
Private | $737 | Demonstration | True |
Private | $1,968 | Training | True |
Amount: $358,633 |
The private funding in the amount of $9500 was used to upgrade our data collection and reporting system, thus it served all of the state plan activities (we could only select one in the "Use of Funds" dropdown, and we selected "Loan")
Center for Assistive Technology Act Data Assistance . Saved: Mon Mar 07 2022 11:02:08 GMT-0600 (Central Standard Time)