National Assistive Technology Act Data System
Annual Progress Report - Full Report
New Jersey 2021
General Information
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
State Financing
| Did your approved state plan for this reporting period include any State Financing? | No |
|---|---|
| Did your approved state plan for this reporting period include conducting a Financial Loan Program? | No |
B. State Financing Activities that provide consumers with resources and services that result in the acquisition of AT devices and services
1. Overview of Activities Performed
| 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? | 0 |
|---|
C. State Financing Activities that Allow Consumers to Obtain AT at Reduced Cost
1. Overview of Activities Performed
| How many state financing activities that allow consumers to obtain AT at a reduced cost were included in your approved state plan? | 0 |
|---|
D. Anecdote
E. Performance Measures
| 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 | 00 | 00 |
| 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 | 00 | 00 |
| 5. None of the above | 00 | 00 | 00 | 00 |
| 6. Subtotal | 00 | 00 | 00 | 00 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 00 | 00 | 00 | 00 |
| 9. Performance on this measure | NaN% | NaN% | NaN% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 00 | NaN% |
| Satisfied | 00 | NaN% |
| Satisfied somewhat | 00 | NaN% |
| Not at all satisfied | 00 | NaN% |
| Nonrespondent | 00 | NaN% |
| Total Surveyed | 00 | |
| Response rate % | NaN% |
G. Notes:
Reutilization
A. Number of Recipients of Reused Devices
| Activity | Number of Individuals Receiving a Device from Activity |
|---|---|
| A. Device Exchange | 00 |
| B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 1,583 |
| C. Total | 1,583 |
| 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 | 1,583 |
If a number is reported in E you must provide a description of the reason the individuals are excluded from the performance measure:
B. Device Exchange Activities
| 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 | 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 |
C. Device Refurbish/Repair - Reassignment and/or Open Ended Loan Activities
| 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 | 02 | $35 | $10 | $25 |
| Hearing | 08 | $120 | $24 | $96 |
| Speech Communication | 00 | $0 | $0 | $0 |
| Learning, Cognition and Developmental | 00 | $0 | $0 | $0 |
| Mobility, Seating and Positioning | 2,849 | $773,488 | $257,829 | $515,659 |
| Daily Living | 1,394 | $323,085 | $99,776 | $223,309 |
| Environmental Adaptations | 2,016 | $811,155 | $251,142 | $560,013 |
| Vehicle Modification & Transportation | 153 | $13,595 | $13,595 | $0 |
| Computers and Related | 00 | $0 | $0 | $0 |
| Recreation, Sports and Leisure | 35 | $3,362 | $1,254 | $2,108 |
| Total | 6,457 | $1,924,840 | $623,630 | $1,301,210 |
D. Anecdote
Was lab for the University of the Sciences, Department of Occupational Therapy program. Working with the assistant professor, GWHME provided equipment and open space for the students to go on a “scavenger hunt” to identify equipment that was requested in their patient problem. Each team had 2-3 critical problems that required adaptive equipment and they were required to locate and take photos of the equipment and describe how it would apply. This was an opportunity to have 80 students through our warehouse who will soon become Occupational Therapists
E. Performance Measures
| 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 | 934 | 934 |
| 2. AT was only available through the AT program. | 00 | 00 | 269 | 269 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 00 | 348 | 348 |
| 4. Subtotal | 00 | 00 | 1,551 | 1,551 |
| 5. None of the above | 00 | 00 | 00 | 00 |
| 6. Subtotal | 00 | 00 | 1,551 | 1,551 |
| 7. Nonrespondent | 00 | 00 | 32 | 32 |
| 8. Total | 00 | 00 | 1,583 | 1,583 |
| 9. Performance on this measure | NaN% | NaN% | 97.98% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 1,142 | 72.14% |
| Satisfied | 418 | 26.41% |
| Satisfied somewhat | 23 | 1.45% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 1,583 | |
| Response rate % | 100% |
G. Notes:
Device Loan
A. Short-Term Device Loans by Type of Purpose
| Primary Purpose of Short-Term Device Loan | Number |
|---|---|
| Assist in decision-making (device trial or evaluation) | 90 |
| Serve as loaner during service repair or while waiting for funding | 00 |
| Provide an accommodation on a short-term basis for a time-limited event/situation | 04 |
| Conduct training, self-education or other professional development activity | 23 |
| Total | 117 |
B. Short-Term Device Loan by Type of Borrower
| Type of Individual or Entity | Number of Device Borrowers | ||
|---|---|---|---|
| Desicion-making | All other Purposes | Total | |
| Individuals with Disabilities | 43 | 00 | 43 |
| Family Members, Guardians, and Authorized Representatives | 21 | 00 | 21 |
| Representative of Education | 42 | 00 | 42 |
| Representative of Employment | 01 | 00 | 01 |
| Representatives of Health, Allied Health, and Rehabilitation | 01 | 00 | 01 |
| Representatives of Community Living | 00 | 00 | 00 |
| Representatives of Technology | 09 | 00 | 09 |
| Total | 117 | 00 | 117 |
C. Length of Short-Term Device Loans
| Length of Short-Term Device Loan in Days | 21 |
|---|
D. Types of Devices Loaned
| Type of AT Device | Number of Devices | ||
|---|---|---|---|
| Desicion-making | All other Purposes | Total | |
| Vision | 24 | 00 | 24 |
| Hearing | 14 | 00 | 14 |
| Speech Communication | 32 | 00 | 32 |
| Learning, Cognition and Developmental | 44 | 00 | 44 |
| Mobility, Seating and Positioning | 09 | 00 | 09 |
| Daily Living | 20 | 00 | 20 |
| Environmental Adaptations | 05 | 00 | 05 |
| Vehicle Modification and Transportation | 00 | 00 | 00 |
| Computers and Related | 00 | 00 | 00 |
| Recreation, Sports and Leisure | 333 | 00 | 333 |
| Total | 481 | 00 | 481 |
E. Anecdote
Worked with the Child Study Team counselor to find the best keyboard with a keyguard for one of their students. They tried the Big Keys Keyboard LX, Chester Creek Big Blu and standard keyboard with keyguard. They found the standard keyboard with keyguard most effective and were appreciative of the ability to try different devices.
F. Access Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 40 | 28 | 22 | 90 |
| Decided that an AT device/ service will not meet needs | 00 | 00 | 00 | 00 |
| Subtotal | 40 | 28 | 22 | 90 |
| Have not made a decision | 00 | 00 | 00 | 00 |
| Subtotal | 40 | 28 | 22 | 90 |
| Nonrespondent | 00 | 00 | 00 | 00 |
| Total | 40 | 28 | 22 | 90 |
| Performance on this measure | 100% | 100% | 100% | |
G. Acquisition Performance Measures
| 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 | 00 | 00 |
| 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 | 00 | 00 |
| 5. None of the above | 27 | 00 | 00 | 27 |
| 6. Subtotal | 27 | 00 | 00 | 27 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 27 | 00 | 00 | 27 |
| 9. Performance on this measure | 0% | NaN% | NaN% | |
H. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 117 | 100% |
| Satisfied | 00 | 0% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 117 | |
| Response rate % | 100% |
I. Notes:
Device Demonstration
A. Number of Device Demonstrations by Device Type
| Type of AT Device / Service | Number of Demonstrations of AT Devices / Services |
|---|---|
| Vision | 43 |
| Hearing | 20 |
| Speech Communication | 136 |
| Learning, Cognition and Developmental | 110 |
| Mobility, Seating and Positioning | 05 |
| Daily Living | 50 |
| Environmental Adaptations | 32 |
| Vehicle Modification and Transportation | 00 |
| Computers and Related | 134 |
| Recreation, Sports and Leisure | 11 |
| Total # of Devices Demonstrated | 541 |
B. Types of Participants
| Type of Participant | Number of Participants in Device Demonstrations |
|---|---|
| Individuals with Disabilities | 230 |
| Family Members, Guardians, and Authorized Representatives | 174 |
| Representatives of Education | 251 |
| Representatives of Employment | 21 |
| Health, Allied Health, Rehabilitation | 43 |
| Representative of Community Living | 112 |
| Representative of Technology | 76 |
| Total | 907 |
C. Number of Referrals
| Type of Entity | Number of Referrals |
|---|---|
| Funding Source (non-AT program) | 482 |
| Service Provider | 10 |
| Vendor | 09 |
| Repair Service | 00 |
| Others | 02 |
| Total | 503 |
D. Anecdote
The school psychologist arranged the demo a few different FM systems for one of her students. At the end of last year, they tried the SoniVox, and this February they tried the ChatterVox. They liked the SoniVox, but also wanted to be aware of other options before making any purchasing decisions.
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 118 | 40 | 85 | 243 |
| Decided that an AT device/ service will not meet needs | 01 | 01 | 01 | 03 |
| Subtotal | 119 | 41 | 86 | 246 |
| Have not made a decision | 29 | 09 | 11 | 49 |
| Subtotal | 148 | 50 | 97 | 295 |
| Nonrespondent | 158 | 33 | 55 | 246 |
| Total | 306 | 83 | 152 | 541 |
| Performance on this measure | 38.89% | 49.4% | 56.58% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 554 | 61.08% |
| Satisfied | 39 | 4.3% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 314 | 34.62% |
| Total | 907 | |
| Response rate % | 65.38% |
G. Notes:
Overall Performance Measures
Overall Acquisition Performance Measure
| 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 | 934 | 934 |
| 2. AT was only available through the AT program. | 00 | 00 | 269 | 269 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 00 | 348 | 348 |
| 4. Subtotal | 00 | 00 | 1,551 | 1,551 |
| 5. None of the above | 27 | 00 | 00 | 27 |
| 6. Subtotal | 27 | 00 | 1,551 | 1,578 |
| 7. Nonrespondent | 00 | 00 | 32 | 32 |
| 8. Total | 27 | 00 | 1,583 | 1,610 |
| 9. Performance on this measure | 0% | NaN% | 75.99% | 74.72% |
| ACL Performance Measure | 85% | |||
| Met/Not Met | Not Met | |||
Overall Access Performance Measure
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 158 | 68 | 107 | 333 |
| Decided that an AT device/ service will not meet needs | 01 | 01 | 01 | 03 |
| Subtotal | 159 | 69 | 108 | 336 |
| Have not made a decision | 29 | 09 | 11 | 49 |
| Subtotal | 188 | 78 | 119 | 385 |
| Nonrespondent | 158 | 33 | 55 | 246 |
| Total | 346 | 111 | 174 | 631 |
| Performance on this measure | 45.95% | 62.16% | 62.07% | 53.25% |
| ACL Performance Measure | 90% | |||
| Met/Not Met | Not Met | |||
Overall Satisfaction Rating
| Customer Rating of Services | Percent | ACL Target | Met/Not Met |
|---|---|---|---|
| Highly satisfied and satisfied | 99.00% | 95% | Met |
| Response Rate | 87.96% | 90% | Not Met |
Training
A. Training Participants: Number and Types of Participants; Geographical Distribution
| Type of Participant | Number |
|---|---|
| Individuals with Disabilities | 46 |
| Family Members, Guardians and Authorized Representatives | 98 |
| Representatives of Education | 101 |
| Representatives of Employment | 21 |
| Rep Health, Allied Health, and Rehabilitation | 43 |
| Representatives of Community Living | 40 |
| Representatives of Technology | 76 |
| Unable to Categorize | 3,752 |
| TOTAL | 4,177 |
| Metro | Non Metro | Unknown | TOTAL |
|---|---|---|---|
| 00 | 00 | 4,177 | 4,177 |
B. Training Topics
| Primary Topic of Training | Participants |
|---|---|
| AT Products/Services | 3,765 |
| AT Funding/Policy/ Practice | 26 |
| Combination of any/all of the above | 49 |
| Information Technology/Telecommunication Access | 266 |
| Transition | 71 |
| Total | 4,177 |
C. Description of Training Activities
Describe innovative one high-impact assistance training activity conducted during the reporting period:
ATAC has joined forces with Missouri Assistive Technology to provide a community of practice focused on Assistive Technology and the Maker community. The monthly meetings have brought awarenss to the importance of Maker Space and the importance of making low-cost solutions when there may not be any. it has brought together college students that are looking for solutions. For further information and the fun the MakerSpace webinars are read the AT 3 blog. https://at3centerblog.com/2021/08/10/fishing-for-makers/
Briefly describe one training activity related to transition conducted during the reporting period:
Held multiple workshops on accommodations beyond high school and what students may need in college or the workplace, that includes supports for notetaking, reading and writing.
Briefly describe one training activity related to Information and Communication Technology accessibility:
Multiple training webinars were had from an user perspective of using screen readers with websites that may be accessible but not really user friendly. Also, we held a presentation that taught how important it is to create powerpoints in html for screenreaders. These sessions were held by screen readers users. This help spread awareness of the challenges a screen reader user has when materials is not created accessible.
D. IT/Telecommunications Training Performance Measure
| 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 | 266 |
| No known outcome at this time | 00 |
| Nonrespondent | 00 |
| Total | 266 |
| Performance Measure Percentage | 100% |
| ACL Target Percentage | 70% |
| Met/Not Met | Met |
E. Notes:
Technical Assistance
A. Frequency and Nature of Technical Assistance
| Education | 50% |
|---|---|
| Employment | % |
| Health, Allied Health, Rehabilitation | % |
| Community Living | 50% |
| Technology (IT, Telecom, AT) | % |
| Total | 100% |
B. Description of Technical Assistance
Describe Innovative one high-impact assistance activity that is not related to transition:
A woman with MS, found the right combination of technologies so that she could independently control her powered lift chair. Because of her disability she cannot control the chair’s standard hand controls, so a friend of hers modified it so she could control it via her Amazon Echo Dot (with custom voice commands) and an TP Link Smart Outdoor Plug. The problem was getting it all to work together. We identified a solution: place the Alexa app and Kasa Smart App (TP-Link) on a Samsung Galaxy Tab A 8 tablet and link the two apps. It was successful and the client was very happy. Video of client using the lift chair. https://drive.google.com/file/d/1SQC5GXgf-RWaDxUkL9mrlsxzzF1y1DdG/view
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
ATAC continued our ongoing collaboration with the Learning Disabilities Association of NJ (ldanj.org) by providing technical assistance throughout the year on assistive technology supports for transition. This included presenting at various LDANJ events that were held during 2021. ATAC co sponsored the Linking Information about Learning Disabilities virtual conference, which was a collaboration between LDANJ and LDAMI.
C. Notes:
Public Awareness
Public Awareness Activities
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. ATAC and MO AT Act Program teamed up to host AT Virtual AT Maker Roundtable. This is a group discussion to brainstorm and share ideas for less expensive alternatives and for items that may need to be customized. This group has reached individuals from all walks of life including professionals (OT, PT, teachers, etc), individuals, and staff. The event was advertised widely through social media and listserv of both AT Acts. It was also featured article in the AT3 blog. To learn more about it;s impact please visit https://at3centerblog.com/2021/08/10/fishing-for-makers
2. ATAC partnered with the Assistive Technology Industry Association (ATIA) to provide complimentary unlimited access to the ATIA Learning Center for anyone throughout NJ. ATIA provide access to an array of recorded learning sessions focusing on all aspect of AT. A kickoff virtual event was held to introduce the program to professionals and individuals with disabilities across NJ. ATAC is using social media to promote online learning videos. Plans for 2022 include developing playlists focused on specific areas of AT, watch parties where the AT recordings can be discussed in real time, and webinars that can be used to provide a forum for professionals and individuals to share implementation strategies to incorporate the AT information into the lives of individuals with disabilities. The program is in its early stages (Started October 2021) but we are confident that it will have a great impact on promoting AT in NJ and increasing the community capacity for identifying and implementing appropriate assistive technology.
Information And Assistance
| Types of Recipients | AT Device/ Service |
AT Funding | Total |
|---|---|---|---|
| Individuals with Disabilities | 00 | 00 | 00 |
| Family Members, Guardians and Authorized Representatives | 00 | 00 | 00 |
| Representative of Education | 00 | 00 | 00 |
| Representative of Employment | 00 | 00 | 00 |
| Representative of Health, Allied Health, and Rehabilitation | 00 | 00 | 00 |
| Representative of Community Living | 00 | 00 | 00 |
| Representative of Technology | 00 | 00 | 00 |
| Unable to Categorize | 41 | 00 | 41 |
| Total | 41 | 00 | 41 |
Notes:
Coordination/Collaboration and State Improvement Outcomes
Overview of Coordination/Collaboration Activities
| 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 |
|---|
A. Coordination/Collaboration
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?
University of the Sciences Department of Occupational Therapy, assistant professor, to promote Goodwill Home Medical Equipment warehouse as a sample lab for Occupational Therapy students. The collaboration with Goodwill Home Medical Equipment (GHME) gave students the ability to experience real equipment and interact with employees to complete their lab assignment. These students visited the warehouse over a period of 2 months with case assignments from their professor. Their assignments were to photograph equipment useful to their case study.
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.
This program was so successful that GHME currently have a doctoral student of Occupations Therapy doing her capstone project at Goodwill Home Medical Equipment. Her project’s focus is on expanding awareness through marketing professionals and consigner physicians. Her project will involve training and education of medical equipment for employees and customers. Providing updated handouts and in person training that will coincide with, and assist with, GHME CHAP accreditation.
3. What focus areas(s) were addressed by the initiative?
Education; Community Participation and Integration;
4. What AT Act authorized activity(s) were addressed?
Reuse; Information & Assistance; Public Awareness;
A.2 Coordination/Collaboration (Entry 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?
ATAC partnered with Stockton University’s disability support services office. Approximately 800 students are enrolled with the Learning Access Program, and approximately 30% of those students have an accommodation for peer note taking services. Peer note takers are not always effective as they are not always able to capture all components of a lecture. By installing and utilizing Rocketbook Beacons, students will be able to take exact images of the whiteboard and have it converted to accessible text into a cloud based service.
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.
This was a pilot program to see if notetaking services to students will improve by having the Rocetbook Beacons installed and using the Rocketbook app to take a picture of the whiteboard. By adding beacons to the classrooms, Disability Services was able to enhance their peer note taking system as they were already using the Rocketbooks to take notes. This allowed not only the students in the course, but the student note takers, the ability to record the whiteboard clearly and take notes on the verbal lecture and not just the content on the board. For the spring 2022 semester, Stockton College will hold workshops that focus on the use of the Beacons with effective note taking skills.
3. What focus areas(s) were addressed by the initiative?
Education;
4. What AT Act authorized activity(s) were addressed?
Device Loan; Demonstration; Training; Public Awareness;
Overview of State Improvement Activities
| 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 |
|---|
Additional And Leveraged Funds
| Did you have Additional and Leveraged Funding to Report? | No |
|---|
A. Leveraged Funding for State Plan Activities
| Fund Source | Amount | Use of Funds | Data Reported |
|---|
For any leveraged funding reported above for which data could not be reported, please describe the extenuating circumstances that precluded data from being reported and efforts to remediate the situation in future reporting periods.
B. Describe any unique issues with your data in this section (e.g., the reason why you were unable to report the number of individuals served with additional or leveraged funds).
Center for Assistive Technology Act Data Assistance . Saved: Mon Mar 07 2022 11:11:19 GMT-0600 (Central Standard Time)