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 | 34 | 07 | 41 |
Approved Not made | 03 | 02 | 05 |
Rejected | 11 | 02 | 13 |
Total | 48 | 11 | 59 |
Lowest Income: | $10,188 | Highest Income: | $163,200 |
---|
Sum of Incomes | Loans Made | Average Annual Income |
---|---|---|
$2,130,272 | 41 | $51,958 |
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 | 06 | 08 | 06 | 10 | 01 | 10 | 41 |
Percentage of Loans | 14.63% | 19.51% | 14.63% | 24.39% | 2.44% | 24.39% | 100% |
Type of Loan | Number of Loans | Percentage of loans |
---|---|---|
Revolving Loans | 41 | 100% |
Partnership Loans | ||
Without interest buy-down or loan guarantee | 00 | 0% |
With interest buy-down only | 00 | 0% |
With loan guarantee only | 00 | 0% |
With both interest buy-down and loan guarantee | 00 | 0% |
Total | 41 | 100% |
Type of Loan | Number of Loans | Dollar Value of Loans |
---|---|---|
Revolving Loans | 41 | $609,563 |
Partnership Loans | 00 | $0 |
Total | 41 | $609,563 |
Lowest | 5% |
---|---|
Highest | 5% |
Sum of Interest Rates | Number of Loans Made | Average Interest Rate |
---|---|---|
205 | 41 | 5% |
Interest Rate | Number of loans |
---|---|
0.0% to 2.0% | 00 |
2.1% to 4.0% | 00 |
4.1% to 6.0% | 41 |
6.1% to 8.0% | 00 |
8.1% - 10.0% | 00 |
10.1%-12.0% | 00 |
12.1%-14.0% | 00 |
14.1% + | 00 |
Total | 41 |
Type of AT | Number of Devices Financed | Dollar Value of Loans |
---|---|---|
Vision | 00 | $0 |
Hearing | 11 | $40,460 |
Speech communication | 00 | $0 |
Learning, cognition, and developmental | 00 | $0 |
Mobility, seating and positioning | 03 | $6,654 |
Daily living | 02 | $6,995 |
Environmental adaptations | 03 | $44,226 |
Vehicle modification and transportation | 21 | $507,228 |
Computers and related | 00 | $0 |
Recreation, sports, and leisure | 01 | $4,000 |
Total | 41 | $609,563 |
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? | 3 |
---|
How would you describe this state financing activity? | Telecommunications equipment distribution |
---|
County of Residence | Individuals Served |
---|---|
A. Metro (RUCC 1-3) | 133 |
B. Non-Metro (RUCC 4-9) | 7 |
C. Total Served | 140 |
Performance Measure | |
---|---|
D. Excluded from Performance Measure | 0 |
E. Number of Individuals Included in Performance Measures | 140 |
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 | 73 | 18069.00 |
Hearing | 238 | 58871.00 |
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 | 311 | 76940.00 |
How would you describe this state financing activity? | Other: ADRC - Connecting Through Technology |
---|
County of Residence | Individuals Served |
---|---|
A. Metro (RUCC 1-3) | 381 |
B. Non-Metro (RUCC 4-9) | 0 |
C. Total Served | 381 |
Performance Measure | |
---|---|
D. Excluded from Performance Measure | 0 |
E. Number of Individuals Included in Performance Measures | 381 |
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 | 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 | 758 | 132032.00 |
Recreation, sports, and leisure | 0 | 0.00 |
Total | 758 | 132032.00 |
How would you describe this state financing activity? | Other: Concierge Service |
---|
County of Residence | Individuals Served |
---|---|
A. Metro (RUCC 1-3) | 11 |
B. Non-Metro (RUCC 4-9) | 0 |
C. Total Served | 11 |
Performance Measure | |
---|---|
D. Excluded from Performance Measure | 0 |
E. Number of Individuals Included in Performance Measures | 11 |
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 | 0 | 0.00 |
Learning, cognition, and developmental | 0 | 0.00 |
Mobility, seating and positioning | 10 | 450.00 |
Daily living | 1 | 45.00 |
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 | 11 | 495.00 |
How many state financing activities that allow consumers to obtain AT at a reduced cost were included in your approved state plan? | 1 |
---|
How would you describe this state financing activity? | Cooperative Buying Program |
---|
County of Residence | Individuals Served |
---|---|
A. Metro (RUCC 1-3) | 324 |
B. Non-Metro (RUCC 4-9) | 14 |
C. Total Served | 338 |
Performance Measure | |
---|---|
D. Excluded from Performance Measure | 0 |
E. Number of Individuals Included in Performance Measures | 338 |
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 Provided | Total Estimated Current Retail Purchase Price | Total Price for Which Devices Were Sold | Savings to Consumers |
---|---|---|---|---|
Vision | 0 | 0 | 0.00 | 0.00 |
Hearing | 0 | 0 | 0.00 | 0.00 |
Speech communication | 0 | 0 | 0.00 | 0.00 |
Learning, cognition, and developmental | 0 | 0 | 0.00 | 0.00 |
Mobility, seating and positioning | 165 | 38077 | 12567.00 | 25510.00 |
Daily living | 328 | 43930 | 13027.00 | 30903.00 |
Environmental adaptations | 5 | 1721 | 925.00 | 796.00 |
Vehicle modification and transportation | 0 | 0 | 0.00 | 0.00 |
Computers and related | 0 | 0 | 0.00 | 0.00 |
Recreation, sports, and leisure | 0 | 0 | 0.00 | 0.00 |
Total | 498 | 83728 | 26519.00 | 57209.00 |
Ms. M. serves as the Oregon Ambassador for the Usher Syndrome Coalition. She reached out to the Oregon AT Program for information that she could share regarding resources for Oregonians who are living with Usher’s Syndrome, a condition characterized by partial or total hearing and vision loss that worsens over time. Upon learning about iCanConnect-Oregon, a federally funded program also managed by the Oregon AT Program, that provides telecommunication related devices to individuals with significant combined hearing and vision loss at no cost, she applied on her own behalf and qualified. Due to COVID restrictions, Ms. M. completed a virtual assessment, which identified technologies designed to allow her to complete day-to-day telecommunication activities. Following the assessment, Ms. M. received an electronic tablet, wireless keyboard, and high-visibility key labels, as well as a large display smartphone that easily pairs to her hearing aids. With these new technologies, Ms. M. can hear text and email messages read aloud. She also noted in her thank you letter that the high-visibility key labels have really made typing emails a lot easier for her.
To reduce social isolation and loneliness, the Oregon AT Program partnered with several ADRC Centers to provide seniors and individuals with disabilities with laptop computers and tablets. Following a remote assessment, Ms. D. received a laptop computer, along with high-contrast keyboard labels; allowing her to easily see the keys on the keyboard. Being a new computer user, Ms. D. received several individualized training sessions, allowing her to become familiar with the computer, learn how to send and receive emails, and to connect to virtual meetings. Ms. D. was excited to be able to email with her sister and attend virtual doctor appointments. During one training session, Ms. D. commented on how the personalized contrast settings made it very easy for her to type and enabled her to communicate effectively via email.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 32 | 35 | 833 | 900 |
2. AT was only available through the AT program. | 00 | 00 | 01 | 01 |
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 | 32 | 35 | 834 | 901 |
5. None of the above | 00 | 01 | 08 | 09 |
6. Subtotal | 32 | 36 | 842 | 910 |
7. Nonrespondent | 00 | 00 | 01 | 01 |
8. Total | 32 | 36 | 843 | 911 |
9. Performance on this measure | 100% | 97.22% | 98.93% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 449 | 49.29% |
Satisfied | 462 | 50.71% |
Satisfied somewhat | 00 | 0% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total Surveyed | 911 | |
Response rate % | 100% |
Activity | Number of Individuals Receiving a Device from Activity |
---|---|
A. Device Exchange | 05 |
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 77 |
C. Total | 82 |
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 | 82 |
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 | 04 | $11,000 | $3,950 | $7,050 |
Daily Living | 01 | $50 | $20 | $30 |
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 | 05 | $11,050 | $3,970 | $7,080 |
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 | 08 | $7,823 | $65 | $7,758 |
Hearing | 07 | $1,626 | $0 | $1,626 |
Speech Communication | 01 | $300 | $0 | $300 |
Learning, Cognition and Developmental | 01 | $398 | $0 | $398 |
Mobility, Seating and Positioning | 41 | $113,434 | $1,854 | $111,580 |
Daily Living | 17 | $5,942 | $410 | $5,532 |
Environmental Adaptations | 09 | $5,230 | $0 | $5,230 |
Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
Computers and Related | 07 | $3,207 | $59 | $3,148 |
Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
Total | 91 | $137,960 | $2,388 | $135,572 |
Daniel emailed the Oregon AT Program to say "I found your contact info via a link on the MDA (Muscular Dystrophy Association) website. My powerchair has broken down and the repair people say it's not worth repairing. I've already been waiting two weeks just to schedule an appointment for a seating evaluation. It looks like the process will take weeks or months beyond the two months I've already been waiting since first contacting the repair people. It took six weeks before a repair person could look at my chair. I can walk short distances but with a lot of pain, and the more I walk, the worse the pain is getting. I'm having to get assistance with buying groceries, etc. Do you know of anyone who rents or loans power wheelchairs? The repair people said they didn't have rental chairs and they also weren't able to direct me to anyone who might. I would greatly appreciate any help you might be able to provide." The Oregon AT Program staff contacted Daniel to talk about the Program's lending library, reuse services and to provide referral information. It was during this conversation that Daniel learned the Program had recently received several donated powerchairs. After discussing features and functions of the chairs, Daniel came to the Center to test out the chairs. He was pleasantly surprised to learn that he could acquire the powerchair that best met his needs for only $300! By receiving the gently used power wheelchair through the Oregon AT Program, Daniel realized a savings of $26,000.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 03 | 18 | 61 | 82 |
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 | 03 | 18 | 61 | 82 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 03 | 18 | 61 | 82 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 03 | 18 | 61 | 82 |
9. Performance on this measure | 100% | 100% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 56 | 68.29% |
Satisfied | 26 | 31.71% |
Satisfied somewhat | 00 | 0% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total Surveyed | 82 | |
Response rate % | 100% |
Primary Purpose of Short-Term Device Loan | Number |
---|---|
Assist in decision-making (device trial or evaluation) | 128 |
Serve as loaner during service repair or while waiting for funding | 32 |
Provide an accommodation on a short-term basis for a time-limited event/situation | 01 |
Conduct training, self-education or other professional development activity | 00 |
Total | 161 |
Type of Individual or Entity | Number of Device Borrowers | ||
---|---|---|---|
Desicion-making | All other Purposes | Total | |
Individuals with Disabilities | 87 | 22 | 109 |
Family Members, Guardians, and Authorized Representatives | 33 | 10 | 43 |
Representative of Education | 03 | 00 | 03 |
Representative of Employment | 04 | 01 | 05 |
Representatives of Health, Allied Health, and Rehabilitation | 01 | 00 | 01 |
Representatives of Community Living | 00 | 00 | 00 |
Representatives of Technology | 00 | 00 | 00 |
Total | 128 | 33 | 161 |
Length of Short-Term Device Loan in Days | 30 |
---|
Type of AT Device | Number of Devices | ||
---|---|---|---|
Desicion-making | All other Purposes | Total | |
Vision | 10 | 01 | 11 |
Hearing | 14 | 06 | 20 |
Speech Communication | 04 | 00 | 04 |
Learning, Cognition and Developmental | 07 | 00 | 07 |
Mobility, Seating and Positioning | 57 | 20 | 77 |
Daily Living | 02 | 00 | 02 |
Environmental Adaptations | 40 | 13 | 53 |
Vehicle Modification and Transportation | 00 | 00 | 00 |
Computers and Related | 17 | 00 | 17 |
Recreation, Sports and Leisure | 02 | 00 | 02 |
Total | 153 | 40 | 193 |
Ben contacted the Oregon AT Program looking for an accommodation that would replace his computer mouse while he was recovering from hand surgery. Being mindful of the pandemic, staff provided information remotely, guiding him through options on the Program’s virtual lending library. Given his work tasks, Ben requested to borrow a programmable foot switch. Ben turned his short-term loan into an open-ended loan, allowing him to continue using the accommodation during his extended recovery period. When he was ready to return the foot switch, Ben sent an email expressing his gratitude and noting that "the pedal was enormously helpful – I used it in between a series of four surgeries before I was able to use a mouse with my hands again and would not have been able to keep up at work without it."
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 10 | 57 | 61 | 128 |
Decided that an AT device/ service will not meet needs | 00 | 00 | 00 | 00 |
Subtotal | 10 | 57 | 61 | 128 |
Have not made a decision | 00 | 00 | 00 | 00 |
Subtotal | 10 | 57 | 61 | 128 |
Nonrespondent | 00 | 00 | 00 | 00 |
Total | 10 | 57 | 61 | 128 |
Performance on this measure | 100% | 100% | 100% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 00 | 20 | 13 | 33 |
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 | 20 | 13 | 33 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 00 | 20 | 13 | 33 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 00 | 20 | 13 | 33 |
9. Performance on this measure | NaN% | 100% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 43 | 26.71% |
Satisfied | 116 | 72.05% |
Satisfied somewhat | 02 | 1.24% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total Surveyed | 161 | |
Response rate % | 100% |
Type of AT Device / Service | Number of Demonstrations of AT Devices / Services |
---|---|
Vision | 35 |
Hearing | 11 |
Speech Communication | 07 |
Learning, Cognition and Developmental | 20 |
Mobility, Seating and Positioning | 169 |
Daily Living | 231 |
Environmental Adaptations | 54 |
Vehicle Modification and Transportation | 00 |
Computers and Related | 51 |
Recreation, Sports and Leisure | 03 |
Total # of Devices Demonstrated | 581 |
Type of Participant | Number of Participants in Device Demonstrations |
---|---|
Individuals with Disabilities | 375 |
Family Members, Guardians, and Authorized Representatives | 255 |
Representatives of Education | 02 |
Representatives of Employment | 22 |
Health, Allied Health, Rehabilitation | 11 |
Representative of Community Living | 08 |
Representative of Technology | 00 |
Total | 673 |
Type of Entity | Number of Referrals |
---|---|
Funding Source (non-AT program) | 327 |
Service Provider | 44 |
Vendor | 661 |
Repair Service | 46 |
Others | 00 |
Total | 1,078 |
A mother brought her young son, “Samuel,” to the Oregon AT Program to talk about assistive technologies that might allow him to be more successful in the upcoming school year. As the mother explained, "Samuel” has a variety of disabilities that impact his cognitive skills and his vision. Although the school had provided him with a portable computer to use over the summer, he was experiencing difficulties reading electronic text on the device. A specialist provided a guided demonstration of built-in accessibility features on a variety of portable computers, and when these accommodations didn’t meet “Samuel’s” needs, he had the opportunity to explore several commercial screen magnification and text reading programs, a variety of computer input devices including track and touch pads, along with large print, high-contrast keyboards, and larger monitors. This in-depth demonstration provided “Samuel” and his mom with valuable assistive technology information they could take back to the upcoming IEP meeting.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 07 | 129 | 445 | 581 |
Decided that an AT device/ service will not meet needs | 00 | 00 | 00 | 00 |
Subtotal | 07 | 129 | 445 | 581 |
Have not made a decision | 00 | 00 | 00 | 00 |
Subtotal | 07 | 129 | 445 | 581 |
Nonrespondent | 00 | 00 | 00 | 00 |
Total | 07 | 129 | 445 | 581 |
Performance on this measure | 100% | 100% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 645 | 95.84% |
Satisfied | 28 | 4.16% |
Satisfied somewhat | 00 | 0% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total | 673 | |
Response rate % | 100% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 35 | 73 | 907 | 1,015 |
2. AT was only available through the AT program. | 00 | 00 | 01 | 01 |
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 | 35 | 73 | 908 | 1,016 |
5. None of the above | 00 | 01 | 08 | 09 |
6. Subtotal | 35 | 74 | 916 | 1,025 |
7. Nonrespondent | 00 | 00 | 01 | 01 |
8. Total | 35 | 74 | 917 | 1,026 |
9. Performance on this measure | 100% | 98.65% | 99.02% | 99.03% |
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 | 17 | 186 | 506 | 709 |
Decided that an AT device/ service will not meet needs | 00 | 00 | 00 | 00 |
Subtotal | 17 | 186 | 506 | 709 |
Have not made a decision | 00 | 00 | 00 | 00 |
Subtotal | 17 | 186 | 506 | 709 |
Nonrespondent | 00 | 00 | 00 | 00 |
Total | 17 | 186 | 506 | 709 |
Performance on this measure | 100% | 100% | 100% | 100% |
ACL Performance Measure | 90% | |||
Met/Not Met | Met |
Customer Rating of Services | Percent | ACL Target | Met/Not Met |
---|---|---|---|
Highly satisfied and satisfied | 99.89% | 95% | Met |
Response Rate | 100% | 90% | Met |
Type of Participant | Number |
---|---|
Individuals with Disabilities | 26 |
Family Members, Guardians and Authorized Representatives | 00 |
Representatives of Education | 08 |
Representatives of Employment | 198 |
Rep Health, Allied Health, and Rehabilitation | 325 |
Representatives of Community Living | 363 |
Representatives of Technology | 13 |
Unable to Categorize | 00 |
TOTAL | 933 |
Metro | Non Metro | Unknown | TOTAL |
---|---|---|---|
711 | 222 | 00 | 933 |
Primary Topic of Training | Participants |
---|---|
AT Products/Services | 229 |
AT Funding/Policy/ Practice | 00 |
Combination of any/all of the above | 566 |
Information Technology/Telecommunication Access | 116 |
Transition | 22 |
Total | 933 |
Describe innovative one high-impact assistance training activity conducted during the reporting period:
In early 2021, the Oregon AT Program hosted a virtual meeting with tribal navigators representing several tribes across the state. This training provided the navigators with information about services available through the AT Program as well as other assistive technology devices, services, and funding resources available to community members throughout Oregon.
Briefly describe one training activity related to transition conducted during the reporting period:
Twenty-one people attended a virtual session during the Oregon Statewide Transition Conference entitled “Technology That Leads to Success,” which was hosted by the Oregon AT Program. During this presentation, attendees gained knowledge about existing and upcoming technologies designed to assist individuals transitioning from high school to higher education or into the workforce. They also learned how to utilize the OSATP’s services to empower their students during the assistive technology decision-making process. Learning this information, ensured they are able to make more informed and effective assistive technology decisions.
Briefly describe one training activity related to Information and Communication Technology accessibility:
The Oregon AT Program provided an in-depth document accessibility training to transition coordinators who mentor transitioning youth. During this two-hour training, participants gained an understanding of how to create accessible source documents using Microsoft Word, and then how to correctly convert the documents into accessible PDFs. Attendees also learned methods of applying accessibility principles to spreadsheets, presentations, social media posts, and emails.
Outcome/Result From IT/Telecommunications Training Received | Number |
---|---|
IT and Telecommunications Procurement or Dev Policies | 95 |
Training or Technical Assistance will be developed or implemented | 21 |
No known outcome at this time | 00 |
Nonrespondent | 00 |
Total | 116 |
Performance Measure Percentage | 100% |
ACL Target Percentage | 70% |
Met/Not Met | Met |
Education | 3% |
---|---|
Employment | 11% |
Health, Allied Health, Rehabilitation | 32% |
Community Living | 53% |
Technology (IT, Telecom, AT) | 1% |
Total | 100% |
Describe Innovative one high-impact assistance activity that is not related to transition:
As a follow-up to previous assistance provided regarding the accessibility of Oregon's ADRC website, a conference call was held between members of the ADRC administration and the web development team that built the website. In this consultation, attendees observed their live website as it was presented to a user who uses text-to-speech on their smartphone. From this demonstration, the developers learned how their designer broke up full sentences for the sake of creative design. They quickly saw how a few adjustments to the HTML code would resolve this, allowing the website to be more “user-friendly” for individuals who use assistive technologies.
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
A coordinator for the AIC (Adult in Custody) ADA Program at a local prison contacted the Oregon AT Program to learn about AT related services and devices that could be available to incarcerated adults. The discussion was initially about technologies to assist an individual who is deaf with communicating with those around him. For this situation, the coordinator explained the frustration the individual experiences not being able to communicate with prison staff and fellow inmates. After learning about possible technologies, including communication apps, the coordinator was then referred to local funding sources. Additional TA explored accommodations for individuals with a variety of disabilities, including vision loss and learning disabilities, with the idea that using classroom time to introduce inmates with disabilities to assistive technology options designed to reduce barriers to reading and writing, might help them to see possibilities when they transition into the community.
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 an effort to spread public awareness, the Oregon AT Program was a fixture at a variety of conferences and conventions around the state prior to the pandemic. Currently specialists raise awareness by virtually networking, training, and providing technical assistance with other agencies. This networking can lead to opportunities to provide training and technical assistance that increase the use of AT throughout Oregon. One such connection led to an AT specialist providing training to the Transition Technical Assistance Network on how they can make their documents and communications accessible to more users by following a few straightforward habits of design.
2. With the pandemic continuing to prevent and restrict in-person events, the Oregon AT Program has primarily used online outreach campaigns to increase awareness about Program services. However, whenever possible the Oregon AT Program has taken the opportunity to exhibit live. One such example was during a local senior community fair. During this fair, 50 seniors gained valuable, hands-on experience about assistive technology devices and services that could help them remain independent and living in their own homes.
Types of Recipients | AT Device/ Service |
AT Funding | Total |
---|---|---|---|
Individuals with Disabilities | 2,093 | 920 | 3,013 |
Family Members, Guardians and Authorized Representatives | 492 | 163 | 655 |
Representative of Education | 26 | 23 | 49 |
Representative of Employment | 125 | 29 | 154 |
Representative of Health, Allied Health, and Rehabilitation | 576 | 472 | 1,048 |
Representative of Community Living | 296 | 198 | 494 |
Representative of Technology | 130 | 12 | 142 |
Unable to Categorize | 00 | 00 | 00 |
Total | 3,738 | 1,817 | 5,555 |
People contact the Oregon AT Program looking for information about a variety of solutions to make life easier. These individuals may be provided information about pharmacies, durable medical equipment providers who accept prescriptions, other funding solutions, etc. Often, we don't hear back from the individuals. Recently, with one consumer, our staff knew they provided the right assistance. This consumer, Ms. V., called back to say, "she was so appreciative of the specialist she talked with earlier, and that he was a little angel sent from heaven to help her."
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 |
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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?
To alleviate adverse effects of the pandemic, the Oregon AT Program partnered with ADRC offices in three counties to provide technology and related services to seniors and individuals with disabilities using COVID relief funds.
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.
During the year, participants received over 758 technology related services including computers, tablets, high-contrast keyboards, internet access, and in-person training services. This project allowed participants to connect virtually with family, friends, and their medical team. It also allowed participants to access community events. Now the AT Program is working with the ADRC at the state level to provide a similar Staying Connected through Technology Project statewide for the upcoming year.
3. What focus areas(s) were addressed by the initiative?
Housing / Home Automation; Health; Aging; Aging and Disability Network / No Wrong Door; Veterans;
4. What AT Act authorized activity(s) were addressed?
Demonstration; State Financing; Training; Information & Assistance; Technical Assistance;
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?
The Oregon AT Program is a SLATE (State Leaders of Assistive Technology in Education) member. The group meets monthly to provide opportunities for networking and professional development for state-level assistive technology programs in preschool and K-12 educational environments.
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.
In virtual meetings, SLATE members share innovative ideas, discuss issues common to state-level AT programs, and act as a professional learning community for members who have state and regional responsibilities to support AT programs in K-12 educational settings.
3. What focus areas(s) were addressed by the initiative?
Community Participation and Integration; Information and Communication Technology / Remote Connectivity;
4. What AT Act authorized activity(s) were addressed?
Device Loan; Demonstration; State Financing; Training; Information & Assistance; Technical Assistance;
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? | 02 |
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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.
An OSATP Specialist has joined the State Rehabilitation Council. The member is serving on the committee responsible for working with the State Vocational Rehabilitation agency to prepare and update their annual State Plan.
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.)
Updates to VR's State Plan strengthens the partnership between VR and the State AT Program, and specifically addresses the need to ensure assistive technology devices and services are considered at each stage of the VR process.
3. What was the primary area of impact for this state improvement outcome?
Health, Allied Health, Rehabilitation
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 National Center on Accessible Educational Materials for Learning (AEM Center) is a technical assistance center led by CAST and funded by the U.S. Department of Education, Office of Special Education Programs. The Center’s goal is to increase the availability and use of AEM and accessible technologies by individuals with disabilities in early learning, K-12, higher education, and workforce development settings. In 2020, Oregon was selected as one of seven states to participate in a national AEM Cohort.
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.)
As a member of this Cohort, the Oregon AT Program serves as a Workforce Development Team. With the National Center’s expert assistance, each state in the AEM Cohort is working to develop a coordinated system for providing AEM and accessible technologies to strengthen transitions into and out of K-12 for students with disabilities who need accessible materials and technologies.
3. What was the primary area of impact for this state improvement outcome?
Technology (ICT accessibility and AT
Did you have Additional and Leveraged Funding to Report? | Yes |
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Fund Source | Amount | Use of Funds | Data Reported |
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Public/State Agency | $12,597 | State Financing | True |
Federal | $137,073 | State Financing | True |
Public/State Agency | $35,100 | State Financing | True |
Public/State Agency | $128,820 | State Financing | True |
Amount: $313,590 |
Two grants were received that cover consumer services that extend into the next fiscal year. This data will be reported in the FY 21-22 APR.
Center for Assistive Technology Act Data Assistance . Saved: Mon Mar 07 2022 11:14:41 GMT-0600 (Central Standard Time)