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 |
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 |
---|
How many state financing activities that allow consumers to obtain AT at a reduced cost were included in your approved state plan? | 0 |
---|
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% |
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% |
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:
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 |
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 |
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.
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% |
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% |
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.
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 |
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 |
Length of Short-Term Device Loan in Days | 30 |
---|
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 |
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.
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% |
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% |
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% |
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 |
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 |
Type of Entity | Number of Referrals |
---|---|
Funding Source (non-AT program) | 66 |
Service Provider | 24 |
Vendor | 75 |
Repair Service | 00 |
Others | 02 |
Total | 167 |
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.
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% |
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% |
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 |
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 |
Customer Rating of Services | Percent | ACL Target | Met/Not Met |
---|---|---|---|
Highly satisfied and satisfied | 98.45% | 95% | Met |
Response Rate | 99.60% | 90% | Met |
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 |
Metro | Non Metro | Unknown | TOTAL |
---|---|---|---|
923 | 215 | 00 | 1,138 |
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 |
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.
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 |
Education | 40% |
---|---|
Employment | % |
Health, Allied Health, Rehabilitation | % |
Community Living | 58% |
Technology (IT, Telecom, AT) | 2% |
Total | 100% |
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
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.
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 |
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 |
---|
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;
State improvement outcomes are not required. You may report up to two MAJOR state improvement outcomes for this reporting period. How many will you be reporting? | 00 |
---|
Did you have Additional and Leveraged Funding to Report? | No |
---|
Fund Source | Amount | Use of Funds | Data Reported |
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Center for Assistive Technology Act Data Assistance . Saved: Mon Mar 07 2022 11:16:20 GMT-0600 (Central Standard Time)