National Assistive Technology Act Data System

Annual Progress Report - Full Report

Tennessee 2021

General Information

Statewide AT Program (Information to be listed in national State AT Program Directory)

State AT Program Title:
Tennessee Technology Access Program
State AT Program Title:
State AT Program URL
https://www.tn.gov/humanservices/ds/ttap.html
Mailing Address:
505 Deaderick St., James K. Polk Building, 15th Floor
City:
Nashville
State:
TN
Zip Code:
37243
Program Email:
TN.TTAP@tn.gov
Phone:
615-313-5183
TTY:

Lead Agency

Agency Name:
Tennessee Department of Human Services
Mailing Address:
505 Deaderick St., James K. Polk Building
City:
Nashville
State:
TN
Zip Code:
37243
Program URL:
http://tn.gov/humanservices

Implementing Entity

Name of Implementing Agency:
Mailing Address:
City
State:
Zip Code:
Program URL:

Program Director and Other Contacts

Program Director for State AT Program (last, first):
Kimberly Lilley
Title:
Executive Director
Phone:
615-532-4103
E-mail:
kim.lilley@tn.gov
Program Director at Lead Agency (last, first):
Mandy Johnson
Title:
Assistant Commissioner, Div of Rehab Services
Phone:
615-770-5496
E-mail:
Mandy.1.Johnson@tn.gov
Primary Contact at Implementing Agency (last, first) - If applicable:
Title:
Phone:
E-mail:

Person Responsible for completing this form if other than Program Director

Name (last, first):
Title:
Phone:
E-mail:

Certifying Representative

Name (last, first):
Kimberly Lilley
Title:
Executive Director
Phone:
615-532-4103
E-mail:
kim.lilley@tn.gov

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

Impact Area

Impact Area

E. Performance Measures

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

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 1,296
C. Total 1,296

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 1,296

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

Device Exchange
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

Device Reassign/Repair/Refurbish and/or OEL
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 187 $131,338 $0 $131,338
Hearing 15 $2,664 $0 $2,664
Speech Communication 22 $3,162 $0 $3,162
Learning, Cognition and Developmental 99 $5,275 $0 $5,275
Mobility, Seating and Positioning 835 $262,895 $0 $262,895
Daily Living 361 $52,462 $0 $52,462
Environmental Adaptations 12 $1,905 $0 $1,905
Vehicle Modification & Transportation 01 $2,670 $0 $2,670
Computers and Related 239 $46,264 $0 $46,264
Recreation, Sports and Leisure 73 $3,573 $0 $3,573
Total 1,844 $512,208 $0 $512,208

D. Anecdote

An AT Specialist with the Tennessee Technology Access Program’s (TTAP) assistive technology partner center serving West and Middle TN met with a young boy and his foster parents in their home to address challenges related to vision loss due to a nerve impairment. Staff presented keyboards options to the family for consideration that could assist him viewing the keys to complete his schoolwork. The child selected a large print high contrast black on yellow keyboard and received the keyboard for his personal use through the reutilization program. His foster mother additionally explained that print on a flat surface is difficult for him to see, which in turn also influences his writing ability. The AT Specialist offered the child an opportunity to try a slanted lap desk with a variety of angle adjustments. His foster mother indicated she felt this additional tool would help him complete his written work. The device was also reutilized to the family to enhance. These items will greatly assist this family as they support the young boy with his schoolwork.

Impact Area

E. Performance Measures

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. 83 42 1,070 1,195
2. AT was only available through the AT program. 11 05 27 43
3. AT was available through other programs, but the system was too complex or the wait time too long. 04 01 02 07
4. Subtotal 98 48 1,099 1,245
5. None of the above 02 03 46 51
6. Subtotal 100 51 1,145 1,296
7. Nonrespondent 00 00 00 00
8. Total 100 51 1,145 1,296
9. Performance on this measure 98% 94.12% 95.98%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services Number of Customers Percent
Highly satisfied 1,285 99.15%
Satisfied 08 0.62%
Satisfied somewhat 00 0%
Not at all satisfied 01 0.08%
Nonrespondent 02 0.15%
Total Surveyed 1,296
Response rate % 99.85%

G. Notes:

Response to validation warning (Not a validation error) : Nearly all of the reutilized items in the recreation / sports / leisure category are adapted toys. The retail value of the items is low, and the values reported are accurate.

Device Loan

A. Short-Term Device Loans by Type of Purpose

Loans By Purpose
Primary Purpose of Short-Term Device Loan Number
Assist in decision-making (device trial or evaluation) 133
Serve as loaner during service repair or while waiting for funding 14
Provide an accommodation on a short-term basis for a time-limited event/situation 39
Conduct training, self-education or other professional development activity 12
Total 198

B. Short-Term Device Loan by Type of Borrower

LOANS BY TYPE OF BORROWER
Type of Individual or Entity Number of Device Borrowers
Desicion-making All other Purposes Total
Individuals with Disabilities 116 48 164
Family Members, Guardians, and Authorized Representatives 06 02 08
Representative of Education 05 04 09
Representative of Employment 00 00 00
Representatives of Health, Allied Health, and Rehabilitation 04 05 09
Representatives of Community Living 01 00 01
Representatives of Technology 01 06 07
Total 133 65 198

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days 30

D. Types of Devices Loaned

Types of Devices Loaned
Type of AT Device Number of Devices
Desicion-making All other Purposes Total
Vision 82 19 101
Hearing 04 00 04
Speech Communication 20 08 28
Learning, Cognition and Developmental 12 06 18
Mobility, Seating and Positioning 13 01 14
Daily Living 10 00 10
Environmental Adaptations 07 01 08
Vehicle Modification and Transportation 00 01 01
Computers and Related 40 49 89
Recreation, Sports and Leisure 02 01 03
Total 190 86 276

E. Anecdote

A woman in her mid-70s had recently returned to her longtime home after some renovations, as it had been declared unfit for habitation resulting from her inability to maintain the property due to her disability. She requires a wheelchair for ambulation due to the amputation of one leg and experiences vision loss. One of her home health nurses reached out to the Tennessee Technology Access Program’s (TTAP) partnering assistive technology (AT) center for options to increase her independence once she returned to her own home. An AT Professional from the center identified several problem areas and loaned her equipment to trial in her residence. One item loaned to her was a threshold ramp for her front door, as she was nearly tipping over backwards when trying to exit. Other items borrowed from the center included a lighted handheld magnifying glass to help her read her mail, a cupholder for her wheelchair so that she did not have to attempt to hold items with her knees while propelling her wheelchair, several reachers to help her retrieve items from the floor or high shelves and access appliances, a commode chair to facilitate independent restroom access, and a table suitable for easy access while in her wheelchair. She was very excited about all of the devices borrowed and shared what an incredible difference they were making in her quality of life while living in her own home. Once she had determined that these pieces of assistive technology met her need to successfully increase her independence, the AT center subsequently reutilized the items to her as they were all available in the reutilization inventory.

Impact Area

F. Access Performance Measures

Access Performance Measures
Response Primary Purpose for Which AT is Needed Total
Education Employment Community Living
Decided that AT device/service will meet needs 24 10 55 89
Decided that an AT device/ service will not meet needs 03 02 24 29
Subtotal 27 12 79 118
Have not made a decision 01 03 06 10
Subtotal 28 15 85 128
Nonrespondent 01 00 04 05
Total 29 15 89 133
Performance on this measure 96.43% 80% 92.94%

G. Acquisition Performance Measures

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. 15 04 09 28
2. AT was only available through the AT program. 08 04 01 13
3. AT was available through other programs, but the system was too complex or the wait time too long. 05 01 02 08
4. Subtotal 28 09 12 49
5. None of the above 09 05 01 15
6. Subtotal 37 14 13 64
7. Nonrespondent 00 01 00 01
8. Total 37 15 13 65
9. Performance on this measure 75.68% 64.29% 92.31%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services Number of Customers Percent
Highly satisfied 149 75.25%
Satisfied 24 12.12%
Satisfied somewhat 09 4.55%
Not at all satisfied 10 5.05%
Nonrespondent 06 3.03%
Total Surveyed 198
Response rate % 96.97%

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 231
Hearing 00
Speech Communication 08
Learning, Cognition and Developmental 05
Mobility, Seating and Positioning 12
Daily Living 16
Environmental Adaptations 00
Vehicle Modification and Transportation 00
Computers and Related 46
Recreation, Sports and Leisure 01
Total # of Devices Demonstrated 319

B. Types of Participants

Demonstrations by Participant Type
Type of Participant Number of Participants in Device Demonstrations
Individuals with Disabilities 316
Family Members, Guardians, and Authorized Representatives 169
Representatives of Education 11
Representatives of Employment 00
Health, Allied Health, Rehabilitation 06
Representative of Community Living 05
Representative of Technology 13
Total 520

C. Number of Referrals

Referrals
Type of Entity Number of Referrals
Funding Source (non-AT program) 66
Service Provider 24
Vendor 75
Repair Service 00
Others 02
Total 167

D. Anecdote

A woman in West TN was referred to the Tennessee Technology Access Program (TTAP) partnering assistive technology (AT) center in her area by a human services organization to acquire supports related to vision loss resulting from her diagnosis of retinitis pigmentosa. She was looking for a device to help maintain her independence in daily living. She expressed her desire to crochet and read. The AT center staff requested that she bring items she used daily in for the demonstrations to determine which device would best suit her needs. The AT center’s Technical Support Specialist demonstrated for the customer options such as desktop CCTVs (Closed Circuit TV) used to enlarge the size of printed materials on the screen, including one with built-in OCR (Optical Character Recognition) to also read aloud the information. The demonstration allowed her to compare features of the devices, and ultimately determine the device with the OCR best met her needs. The demonstration additionally led to reutilization of the device to her, as the center had one available in the reutilization inventory. She was impressed by the technology and the opportunities it would afford her to continue reading for both essential tasks and recreation. She looked forward to reading and crocheting, as the activities also bring her joy. She expressed gratitude as she shared how the device would change her life and increase her ability to remain independent.

Impact Area

E. Performance Measures

Performance Measures
Response Primary Purpose for Which AT is Needed Total
Education Employment Community Living
Decided that AT device/service will meet needs 27 17 235 279
Decided that an AT device/ service will not meet needs 01 01 20 22
Subtotal 28 18 255 301
Have not made a decision 02 01 15 18
Subtotal 30 19 270 319
Nonrespondent 00 00 00 00
Total 30 19 270 319
Performance on this measure 93.33% 94.74% 94.44%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services Number of Customers Percent
Highly satisfied 496 95.38%
Satisfied 13 2.5%
Satisfied somewhat 08 1.54%
Not at all satisfied 03 0.58%
Nonrespondent 00 0%
Total 520
Response rate % 100%

G. Notes:

Overall Performance Measures

Overall Acquisition Performance Measure

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. 98 46 1,079 1,223
2. AT was only available through the AT program. 19 09 28 56
3. AT was available through other programs, but the system was too complex or the wait time too long. 09 02 04 15
4. Subtotal 126 57 1,111 1,294
5. None of the above 11 08 47 66
6. Subtotal 137 65 1,158 1,360
7. Nonrespondent 00 01 00 01
8. Total 137 66 1,158 1,361
9. Performance on this measure 85.4% 84.62% 95.6% 94.04%
ACL Performance Measure 85%
Met/Not Met Met

Overall Access Performance Measure

Access Performance Measures
Response Primary Purpose for Which AT is Needed Total
Education Employment Community Living
Decided that AT device/service will meet needs 51 27 290 368
Decided that an AT device/ service will not meet needs 04 03 44 51
Subtotal 55 30 334 419
Have not made a decision 03 04 21 28
Subtotal 58 34 355 447
Nonrespondent 01 00 04 05
Total 59 34 359 452
Performance on this measure 94.83% 88.24% 94.08% 93.74%
ACL Performance Measure 90%
Met/Not Met Met

Overall Satisfaction Rating

Customer Rating of Services Percent ACL Target Met/Not Met
Highly satisfied and satisfied 98.45% 95% Met
Response Rate 99.60% 90% Met

Training

A. Training Participants: Number and Types of Participants; Geographical Distribution

Training by Participant Type
Type of Participant Number
Individuals with Disabilities 289
Family Members, Guardians and Authorized Representatives 194
Representatives of Education 278
Representatives of Employment 211
Rep Health, Allied Health, and Rehabilitation 82
Representatives of Community Living 28
Representatives of Technology 42
Unable to Categorize 14
TOTAL 1,138

Geographic Distribution of Participants
Metro Non Metro Unknown TOTAL
923 215 00 1,138

B. Training Topics

Trainings by Topic
Primary Topic of Training Participants
AT Products/Services 451
AT Funding/Policy/ Practice 00
Combination of any/all of the above 21
Information Technology/Telecommunication Access 28
Transition 638
Total 1,138

C. Description of Training Activities

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

The Tennessee Technology Access Program (TTAP) assistive technology partner center in Southeast TN held a weeklong low-vision boot camp for middle school students. Every day students received three hours of intensive training on how to use the accessibility features on a ChromeBook such as ChromeVox (the screen reader), the screen magnification, and dictation. The training, provided by a combination of staff including certified Assistive Technology Professionals (ATPs), a certified JAWS instructor, and an orientation and mobility instructor, allowing training to be tailored to the specific needs of each student. The Chromebooks were provided by a partner agency called Tech Goes Home. Students received training on computer skills such as accessing and sending emails, saving attachments, and building a presentation in Google Slides. While participating in the camp, students also participated in other activities. They received training in meal preparation. Each day the students helped cook their own lunch to develop this daily living skill to help increase their independence. Students learned to prepare basic foods such as sandwiches, dirt cups (pudding), chicken nuggets, fries, hot dogs, and s’mores. Students also engaged in creative outlets of flower arranging, tie dying, and creating tactile art. Students gained familiarity with a variety of assistive technology devices throughout the week, were counseled in self-advocacy, and received orientation and mobility training. At the end of the week, each student shared the slide presentations they had created to a group of parents and staff. This provided them with practice presenting in front of a group, which can build confidence and help with their self-advocacy skills. As part of the arrangement with Tech Goes Home, the students were allowed to keep the laptops once they had completed fifteen hours of computer training.

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

One of the Tennessee Technology Access Program’s (TTAP) partner assistive technology centers was joined by Dr. Allison Shipp for a virtual interview titled “Transition: An Interview with Dr. Allison Shipp.” Dr. Shipp holds her Doctor of Philosophy in Rehabilitation Counseling & Special Education, along with master’s level degrees in Rehabilitation Counseling and Finance & Management of Information Systems. In addition, she has certifications as a Rehabilitation Counselor (CRC), an Assistive Technology Professional (ATP), an Employment Support Professional (CESP), and an Aging-in-Place Specialist (CAPS). Three hundred fifty-six individuals participated in the training. The purpose of this training was to provide students, parents, educators, and employment specialists with information and resources they may need to consider when preparing to leave high school and begin college or employment. For those with disabilities, many things are different. Dr. Shipp's guidance and knowledge can help make the transition smoother. Some of the information provided during the training pertained to access to Vocational Rehabilitation Services, such as Pre-Employment Transition Services, and disability testing that is available to students while still enrolled in high school. Additionally, she outlined the importance of self-advocating, self-reporting, and responsibility once students enter college. Some of the advocacy pertained to obtaining the assistive technology one requires to succeed in a program of study (e.g. smartpens, digital magnifiers, speech-to-text software, etc.). This training emphasized the importance of the student playing an active role in accommodations and advocacy in order to prepare for future success. This partner center also receives many questions and comments about the employment of individuals autism. Taking the frequency of such inquiries into consideration, the center coordinated a virtual Transition Summit featuring Russell Lehmann to provide training on this topic. He is an award-winning and internationally recognized motivational speaker and poet with a platform for autism and mental health. Russell currently travels the world spreading hope, awareness, and compassion in a raw and dynamic fashion, while also setting his sights on erasing the stigma and stereotypes that come with having a disability. Russell focused his discussion for this summit on technologies that assisted him in his successful transition from school to independent living. There were attendees from throughout the south, as well as other parts of the United States. A total of 209 individuals registered to attend the event, 94 of which attended the live training event, and the remainder viewed the recording that was made available for a limited time after the summit. The President and Manager of Marketing from the center co-hosted the event, with additional information regarding assistive technology tools that might benefit an individual with autism provided by

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

An AT Specialist with a Tennessee Technology Access Program (TTAP) partner center in West TN provided virtual Information & Communication Technology (ICT) training to address the importance of creating accessible documents in the Microsoft Office Suite. The training focused on the accessibility components of Word documents. This information was presented to university students pursuing degrees in Special Education. Awareness of the importance of the creating accessible documents and the tools included in the Office software enhanced the skillset of the future educators. This knowledge will prepare them to create accessible documents and advocate for accessibility within their educational institutions, yielding more inclusive learning environments for students with disabilities.

D. IT/Telecommunications Training Performance Measure

IT/Telecommunications Training Performance Measure
Outcome/Result From IT/Telecommunications Training Received Number
IT and Telecommunications Procurement or Dev Policies 20
Training or Technical Assistance will be developed or implemented 04
No known outcome at this time 02
Nonrespondent 02
Total 28
Performance Measure Percentage 85.7%
ACL Target Percentage 70%
Met/Not Met Met

E. Notes:

Technical Assistance

A. Frequency and Nature of Technical Assistance

Technical Assistance by Recipient Type
Education 40%
Employment %
Health, Allied Health, Rehabilitation %
Community Living 58%
Technology (IT, Telecom, AT) 2%
Total 100%

B. Description of Technical Assistance

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

One of the Tennessee Technology Access Program (TTAP) partner assistive technology centers provided technical assistance to the Upper Cumberland Development District (UCCD) related to tablets the UCDD intended to purchase with COVID-related grant funds. The center’s TTAP Coordinator, VP of Client Services (an ATP), an additional AT Specialist as well as the VP of Business Innovations and Manager of IT participated in the project. The center supported the UCDD through a series of phone calls and virtual meetings, gathering background information to assist in selection and implementation of tablets with internet capability to provide their clients. The tablets provide the opportunity for individuals served by the UCCD to participate in telehealth visits during the ongoing pandemic. The center staff developed and provided UCDD with a step-by-step guide, including pictures/screenshots, on how to access the accessibility features on the tablet. Many individuals served by the UCDD can benefi

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

The Internship Support Specialist for the FUTURE Program, a vocational certificate program that provides inclusive postsecondary education to students with Intellectual and Development Disabilities at UT Knoxville sought assistance from the Tennessee Technology Access Program’s (TTAP) partner assistive technology center in East TN regarding establishing a host site for internships and ongoing technical support / guidance related to assistive technology. In addition to discussion with FUTURE staff, two FUTURE students accompanied by their job coaches visited the AT center as part of the process to share about what they felt it would be important to learn during internships. They also expressed that that they hoped an internship could assist in providing work experiences that would help their transition to employment upon graduation from the program. The meetings ultimately resulted in the students spending a semester at the AT center as interns. The FUTURE Program and the AT center will

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. On October 30, 2020, the Tennessee Technology Access Program hosted the 5th annual Resource Ability Assistive Technology Access Fair. For the first time, the event transitioned to a virtual platform to allow the event to continue during the pandemic. The event included words from the TN Department of Human Services (DHS) leadership and videos demonstrating the successful implementation of assistive technology in the lives of DHS customers to help them achieve their goals. Richard Pimentel with Milt Wright & Associates, Inc. provided the engaging keynote address that was well received by participants. His professional career includes providing Windmills training. This program is designed to help employers overcome any perceived barriers related to disabilities that will then lead to their acceptance and promotion individuals with disabilities within their organizations. He is also known for being a spirited advocate of the ADA, and his true-life story can be viewed in the movie “Music Within”.

2. One of the Tennessee Technology Access Program’s (TTAP) partnering assistive technology centers held their 3rd annual Accessibility Awareness Summit coinciding with Global Accessibility Awareness Day on May 20th. Through collaboration and additional sponsorship support, the center presented the summit online with no fees to participants. The center’s three Assistive Technology Professionals (ATPs) and the Assistive Technology Director helped coordinate the event and served in supporting roles during the live event to ensure it went smoothly. The keynote address for the event was delivered by Christ Downey, an architect who is blind. Other topics during the event included a roundtable discussion on “Accessibility and Aging”, “Accessibility Accesses, Challenges, and a Path Forward” and presentations on the “Changing Reality of Disability in America”. Over 200 attended the live event, and the summit was made available for other to view on YouTube.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients AT Device/
Service
AT Funding Total
Individuals with Disabilities 766 73 839
Family Members, Guardians and Authorized Representatives 158 57 215
Representative of Education 49 01 50
Representative of Employment 08 03 11
Representative of Health, Allied Health, and Rehabilitation 114 18 132
Representative of Community Living 36 08 44
Representative of Technology 13 00 13
Unable to Categorize 06 00 06
Total 1,150 160 1,310

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? 1

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?

TTAP collaborates with Vanderbilt University Medical Center and the Muscular Dystrophy Association to provide assistive technology services at the monthly multidisciplinary ALS Clinic. The clinic is maintained by Vanderbilt, as medical center staff are responsible for scheduling and providing primary medical services at the clinic. The clinic provides services to patients from throughout TN, and some from bordering states. Funding for the overall clinic flows through Vanderbilt. AT services are provided through TTAP at each clinic with no additional funds acquired by TTAP for the services.

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.

The partnership with Vanderbilt ALS clinic allows patients to gain awareness about the potential AT solutions that are available throughout the progression of ALS. While individuals with ALS frequently engage with providers for medical care, incorporating AT into the clinic introduces AT that might otherwise remain unknown to patients and their families. This partnership allows TTAP to connect directly with individuals at the clinic, eliminating the need for a separate visit and often introduces them to the idea of AT. TTAP provides information about a variety of AT as an overview to new patients, and provides more details to address specific needs of patients as the disease progresses. Information shared may include but is not limited to vehicle modifications, home automation, computer access, daily living aids and communication. Many AT devices are available for patients to try. Activities at the clinic often result in loans or reutilization of AT. This will remain an ongoing service to patients with ALS at the clinic. Increasing the inventory of demo/loan/reuse equipment that is frequently needed by this population is recommended to help meet the needs of patients. Working in conjunction with other loaner closets through the clinic 9such as MDA or ALSA) greatly supports the needs of the patients.

3. What focus areas(s) were addressed by the initiative?

Housing / Home Automation; Recreation / Leisure; Health; Veterans;

4. What AT Act authorized activity(s) were addressed?

Device Loan; Demonstration; Reuse; Information & Assistance;

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 11:16:20 GMT-0600 (Central Standard Time)


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This FY21 State AT Program Annual Progress Report was exported from the National Assistive Technology Act Data System (NATADS). NATADS was developed with partial support from the Center for Assistive Technology Act Data Assistance.