National Assistive Technology Act Data System

Annual Progress Report - Full Report

Puerto Rico 2022

General Information

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

State AT Program Title:
Puerto Rico Assistive Technology Program (PRATP)
State AT Program Title:
State AT Program URL
www.pratp.upr.edu
Mailing Address:
Jardin Botanico Sur, 1187 Calle Flamboyan
City:
San Juan
State:
Puerto Rico
Zip Code:
00926
Program Email:
asistencia.tecnologica@upr.edu
Phone:
787-474-9999
TTY:

Lead Agency

Agency Name:
University of Puerto Rico (UPR)
Mailing Address:
Jardin Botanico Sur, 1187 Calle Flamboyan
City:
San Juan
State:
Puerto Rico
Zip Code:
00926
Program URL:
www.pratp.upr.edu

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):
Hernandez Maldonado, Maria M
Title:
Program Director
Phone:
787-474-7292
E-mail:
maria.hernandez17@upr.edu
Program Director at Lead Agency (last, first):
Hernandez Maldonado, Maria M
Title:
Program Director
Phone:
787-474-7292
E-mail:
maria.hernandez17@upr.edu
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):
Hernandez Maldonado, Maria M
Title:
Program Director
Phone:
787-474-7292
E-mail:
maria.hernandez17@upr.edu

State Financing

Did your approved state plan for this reporting period include any State Financing? Yes
Did your approved state plan for this reporting period include conducting a Financial Loan Program? No

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? 1
Activity 1
How would you describe this state financing activity?Telecommunications equipment distribution

2. Geographic Distribution, Number of Individuals Who Acquired AT Devices and Services and Number for whom Performance Measure Data are Collected

County of ResidenceIndividuals Served
A. Metro (RUCC 1-3)5
B. Non-Metro (RUCC 4-9)0
C. Total Served5

Performance Measure
D. Excluded from Performance Measure0
E. Number of Individuals Included in Performance Measures5

If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance measure:

3. Types and Dollar Amounts of AT Funded

Type of AT Device / ServiceNumber of Devices
Funded
Value of
AT Provided
Vision 0$0
Hearing 0$0
Speech communication0$0
Learning, cognition, and developmental 0$0
Mobility, seating and positioning0$0
Daily living 5$3,806
Environmental adaptations0$0
Vehicle modification and transportation 0$0
Computers and related 0$0
Recreation, sports, and leisure0$0
Total5$3,806



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? 1
Activity 1
How would you describe this state financing activity?AT Fabrication or AT Maker Program

2. Geographic Distribution and Number of Individuals Served

County of ResidenceIndividuals Served
A. Metro (RUCC 1-3)26
B. Non-Metro (RUCC 4-9)0
C. Total Served26

Performance Measure
D. Excluded from Performance Measure0
E. Number of Individuals Included in Performance Measures26

If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance measure:

3. Types and Dollar Amounts of AT Funded

Type of AT Device / ServiceNumber ProvidedTotal Estimated
Current Retail
Purchase Price
Total Price for
Which Devices
Were Sold
Savings
to Consumers
Vision 1$100$0$100
Hearing 0$0$0$0
Speech communication 3$1,496$4$1,492
Learning, cognition, and developmental 0$0$0$0
Mobility, seating and positioning 5$4,101$98$4,003
Daily living 6$3,551$111$3,440
Environmental adaptations 8$5,847$93$5,754
Vehicle modification and transportation 0$0$0$0
Computers and related 1$289$14$275
Recreation, sports, and leisure 2$5,286$76$5,210
Total 26$20,670$396$20,274


D. Anecdote

Mateo (not his real name) is a very active 13-year-old with Spina Bifida. As a kid, he used to enjoy a ride-on toy that he could propel with his arms to run and spin around. This toy helped him exercise to develop upper body strength and coordination. However, he outgrew this toy. There was no similar alternative in the market except for hand-powered bikes that were quite expensive, required a different kind of arm movement, and, most importantly, could not do 360 spins. A hand-powered ride-on vehicle was created and tested through PRATP's AT fabrication initiative and a team of mechanical engineering students at the University of Puerto Rico (UPR). Mateo first tried the device at a beach-side park with many open spaces. He shot off, running over asphalt and sidewalks, then went off-road over dirt and grass. He was delighted to be able to play with his childhood toy again, and he ran and spun all over the place. There was a second need addressed in parallel with the ride-on vehicle. Mateo plays the piano, and he takes lessons at school. Even though he can play the piano quite well, having no movement from the waist down means he cannot push the piano pedal to hold the notes while he plays. However, a switch-activated pedal-pushing device for classical pianos is unavailable in the market. Therefore, PRATP and UPR engineering students developed an electromechanical pedal pusher controlled by a side head tilt movement. On the first test, Mateo could consistently push the piano pedal while playing to hold the notes when and for as long as he wanted. Mateo and his family were quite happy with these devices that helped increase his access to exercise, recreation, and music, all through the power of AT.

Mateo is using the hand-powered ride-on vehicle fabricated by PRATP,.
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 10 10
2. AT was only available through the AT program. 03 01 17 21
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 01 27 31
5. None of the above 00 00 00 00
6. Subtotal 03 01 27 31
7. Nonrespondent 00 00 00 00
8. Total 03 01 27 31
9. Performance on this measure 100% 100% 100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services Number of Customers Percent
Highly satisfied 31 100%
Satisfied 00 0%
Satisfied somewhat 00 0%
Not at all satisfied 00 0%
Nonrespondent 00 0%
Total Surveyed 31
Response rate % 100%

G. Notes:

Reutilization

A. Number of Recipients of Reused Devices

Activity Number of Individuals Receiving a Device from Activity
A. Device Exchange 02
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan 158
C. Total 160

Performance Measure
D. 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
E. Number of Individuals Included in Performance Measures 160

If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance

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 03 $3,621 $0 $3,621
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 03 $3,621 $0 $3,621

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 10 $10,265 $0 $10,265
Hearing 02 $1,030 $0 $1,030
Speech Communication 05 $610 $0 $610
Learning, Cognition and Developmental 09 $2,977 $0 $2,977
Mobility, Seating and Positioning 138 $216,602 $6 $216,596
Daily Living 31 $6,445 $20 $6,425
Environmental Adaptations 03 $627 $0 $627
Vehicle Modification & Transportation 01 $150 $0 $150
Computers and Related 03 $669 $0 $669
Recreation, Sports and Leisure 01 $1,600 $0 $1,600
Total 203 $240,975 $26 $240,949

D. Anecdote

Edgar (not his real name) is a 47-year-old man with a bilateral above-the-elbow amputation. One of his main concerns was independent feeding; thus, a low-cost orthosis with an integrated spoon was created through PRATP's AT fabrication initiative. Edgar could use the device adequately but putting on and taking off the orthosis support harness proved too difficult for him. It was evident that Edgar would benefit from using an automatic feeding device, but such technologies were well out of his reach, ranging from about $6,000 to over $8,000. Coincidentally, around that time, PRATP received the donation of a feeding device that was quickly restored to optimal condition and offered to Edgar for free through the AT Reuse initiative. The device got configured to enable Edgar to control the spoon movement and the plate rotation through a chin switch. With this equipment, Edgar can now feed himself independently and with the dignity, that every human being deserves in carrying out the basic activities of daily life.

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. 07 00 68 75
2. AT was only available through the AT program. 02 00 14 16
3. AT was available through other programs, but the system was too complex or the wait time too long. 07 01 55 63
4. Subtotal 16 01 137 154
5. None of the above 01 00 04 05
6. Subtotal 17 01 141 159
7. Nonrespondent 00 00 01 01
8. Total 17 01 142 160
9. Performance on this measure 94.12% 100% 96.48%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services Number of Customers Percent
Highly satisfied 157 98.13%
Satisfied 02 1.25%
Satisfied somewhat 00 0%
Not at all satisfied 00 0%
Nonrespondent 01 0.63%
Total Surveyed 160
Response rate % 99.38%

G. Notes:

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) 33
Serve as loaner during service repair or while waiting for funding 02
Provide an accommodation on a short-term basis for a time-limited event/situation 02
Conduct training, self-education or other professional development activity 06
Total 43

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 30 03 33
Family Members, Guardians, and Authorized Representatives 01 00 01
Representative of Education 00 01 01
Representative of Employment 00 00 00
Representatives of Health, Allied Health, and Rehabilitation 00 03 03
Representatives of Community Living 00 01 01
Representatives of Technology 02 02 04
Total 33 10 43

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 01 00 01
Hearing 01 00 01
Speech Communication 18 06 24
Learning, Cognition and Developmental 09 01 10
Mobility, Seating and Positioning 11 03 14
Daily Living 02 00 02
Environmental Adaptations 00 00 00
Vehicle Modification and Transportation 00 00 00
Computers and Related 00 00 00
Recreation, Sports and Leisure 00 01 01
Total 42 11 53

E. Anecdote

Sofía (not her real name) is a 12-year-old girl with ADHD. Her mother had heard about the potential benefits of using an FM system to increase focus and attention in the classroom. She contacted PRATP to learn more about it and to see if she could try an FM system before acquiring one. Through PRATP’s AT loan program, Sofía could try out an FM system at her school and see how it worked for her in various classroom settings and diverse school tasks. Several days into the “field test”, Sofía’s teacher called the mother to inform her that the FM system had indeed been beneficial for Sofía, clearly increasing her attention level. This experience helped Sofía and her mother makes an informed decision to acquire her own FM system. Being in a private school that does not provide AT, Sofía’s mother again requested PRATP’s help since the kind of FM system her daughter needed was too expensive for her to acquire (over $700). PRATP’s Reuse program provided an appropriate FM system free of charge.

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 11 03 13 27
Decided that an AT device/ service will not meet needs 00 00 01 01
Subtotal 11 03 14 28
Have not made a decision 02 00 01 03
Subtotal 13 03 15 31
Nonrespondent 00 00 02 02
Total 13 03 17 33
Performance on this measure 84.62% 100% 93.33%

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. 02 00 03 05
2. AT was only available through the AT program. 01 00 00 01
3. AT was available through other programs, but the system was too complex or the wait time too long. 01 00 00 01
4. Subtotal 04 00 03 07
5. None of the above 01 00 00 01
6. Subtotal 05 00 03 08
7. Nonrespondent 00 00 02 02
8. Total 05 00 05 10
9. Performance on this measure 80% NaN% 92.31%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services Number of Customers Percent
Highly satisfied 39 90.7%
Satisfied 03 6.98%
Satisfied somewhat 00 0%
Not at all satisfied 00 0%
Nonrespondent 01 2.33%
Total Surveyed 43
Response rate % 97.67%

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 07
Hearing 01
Speech Communication 37
Learning, Cognition and Developmental 06
Mobility, Seating and Positioning 09
Daily Living 06
Environmental Adaptations 02
Vehicle Modification and Transportation 00
Computers and Related 06
Recreation, Sports and Leisure 01
Total # of Device Demonstrations 75

B. Types of Participants

Type of Participant Decision-Makers Other Participants Total
Individuals with Disabilities 46 07 53
Family Members, Guardians, and Authorized Representatives 23 53 76
Representatives of Education 01 02 03
Representatives of Employment 00 00 00
Health, Allied Health, Rehabilitation 05 02 07
Representative of Community Living 00 00 00
Representative of Technology 00 00 00
Total 75 64 139

C. Number of Referrals

Referrals
Type of Entity Number of Referrals
Funding Source (non-AT program) 00
Service Provider 01
Vendor 06
Repair Service 00
Others 01
Total 08

D. Anecdote

Melissa (not her real name) is a 36-year-old social worker with degenerative vision impairment. Her work was located close to her home, and she was also pursuing graduate studies; in both cases, her family assisted her with transportation. She used a video magnifier (CCTV) at work and in graduate school to compensate for her remaining functional vision. Due to the progression of her condition, she experienced a drastic and unexpected visual loss that led her to quit her job and graduate studies as she felt she had no other choice. Afterward, her CCTV broke, and she had no money to fix it or buy another one. Then, she recalled having obtained her CCTV through the PRATP’s AT reuse program, and she contacted PRATP with the expectation of acquiring another CCTV. During the interview, it became evident that a CCTV could no longer address her needs and that she needed additional AT tools. An AT demonstration was coordinated, and Melissa had the opportunity to try out screen readers that allowed her to use audio rather than vision to control the computer, check emails, and navigate the Internet, among other tasks. The demonstration also included AT devices for converting printed material into digital text and audio through optical character recognition (OCR) software. After seeing the possibilities provided by these AT tools, Melissa indicated that she should not have given up her profession or her studies. She expressed her intention to return to the work that she loves so much and to continue her studies and academic aspirations.

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 32 03 36 71
Decided that an AT device/ service will not meet needs 00 00 01 01
Subtotal 32 03 37 72
Have not made a decision 00 01 01 02
Subtotal 32 04 38 74
Nonrespondent 01 00 00 01
Total 33 04 38 75
Performance on this measure 96.97% 75% 97.37%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services Number of Customers Percent
Highly satisfied 115 82.73%
Satisfied 04 2.88%
Satisfied somewhat 00 0%
Not at all satisfied 00 0%
Nonrespondent 20 14.39%
Total 139
Response rate % 85.61%

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. 09 00 81 90
2. AT was only available through the AT program. 06 01 31 38
3. AT was available through other programs, but the system was too complex or the wait time too long. 08 01 55 64
4. Subtotal 23 02 167 192
5. None of the above 02 00 04 06
6. Subtotal 25 02 171 198
7. Nonrespondent 00 00 03 03
8. Total 25 02 174 201
9. Performance on this measure 60% 50% 65.12% 64.32%
ACL Performance Measure 85%
Met/Not Met Not 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 43 06 49 98
Decided that an AT device/ service will not meet needs 00 00 02 02
Subtotal 43 06 51 100
Have not made a decision 02 01 02 05
Subtotal 45 07 53 105
Nonrespondent 01 00 02 03
Total 46 07 55 108
Performance on this measure 93.48% 85.71% 96.23% 94.34%
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 100% 95% Met
Response Rate 94.10% 90% Met

Training

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

Training by Participant Type
Type of Participant Number
Individuals with Disabilities 96
Family Members, Guardians and Authorized Representatives 43
Representatives of Education 835
Representatives of Employment 109
Rep Health, Allied Health, and Rehabilitation 77
Representatives of Community Living 502
Representatives of Technology 39
Unable to Categorize 26
TOTAL 1,727

Geographic Distribution of Participants
Metro Non Metro Unknown TOTAL
1,703 19 05 1,727

B. Training Topics

Trainings by Topic
Primary Topic of Training Participants
AT Products/Services 1,467
AT Funding/Policy/ Practice 00
Combination of any/all of the above 191
Information Technology/Telecommunication Access 48
Transition 21
Total 1,727

C. Description of Training Activities

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

During FY 2022, the Puerto Rico Assistive Technology Program (PRATP) offered a series of training entitled “Assistive Technology for Accessible Communication” to 323 representatives of Puerto Rico’s Judicial Branch. In the past, PRATP provided technical assistance to the Puerto Rico Tribunal Administration Office (TAO), the Accessibility Program of the Judicial Branch, and the Court Improvement Program (Justice for Children Project) to create a Communication Board that would help determine the best strategy for communicating with a person with disabilities or a non-Spanish or English speaker. This portable two-sided communication board with a dry-erase writing area was distributed Island-wide throughout the Judicial Branch of Puerto Rico. PRATP’s AT specialists designed and delivered the “AT for Accessible Communication” as a hands-on training for Puerto Rico’s Judicial Branch personnel to learn and practice the use of the Communication Board for identifying and selecting functional communication methods to address various disabilities. The training also focused on using the Communication Board as a tool to select appropriate AT devices already available at the Puerto Rico Judicial Branch and those that can be provided through PRATP’s AT Loan Program. Participants included judges, attorneys, bailiffs, interpreters, clerks, and Puerto Rico Tribunal Administration Office personnel, The technical assistance and the training provided by PRATP are part of the “Access to Justice” initiative geared to make all areas of the Puerto Rico Judicial Branch more accessible and inclusive for persons with disabilities.

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

During the fiscal year 2022, the Puerto Rico Assistive Technology Program (PRATP) provided training entitled "Transition Planning and Assistive Technology" to Assistive Technology Specialists from the Puerto Rico Department of Education. In August 2021, the Puerto Rico Department of Education prepared a new Transition Guide to establish the policy that will govern the provision of educational, related, and complementary services to students with disabilities; the transition process from school to post-secondary life for eligible students will also be established. The Department of Education identified a need to train its specialists on the importance of integrating assistive technology into the transition process. This training emphasized the importance of including assistive technology devices and services in transition planning. The topics discussed were: The SETT Framework and its application in the transition - The SETT Framework premise is: (1) to identify the characteristics of the Student; (2) identify the environments in which the student learns and grows; (3) establish the Tasks required to be an active learner in those environments (4) before trying to identify a system of Tools that allows the student to participate in the previously established tasks. This training highlighted the importance of self-determination and advocacy as the student approaches to the transition. The training concluded with a discussion of several sample questioning techniques that can be used during transition meetings.

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

The Puerto Rico Assistive Technology Program provided training to web developers, administrators, and trainers responsible for developing and carrying out educational initiatives in the Center for the Development of Ethical Thought of the Puerto Rico Office of Government Ethics. The mission of this Office is to design and carry out educational initiatives on ethics, values, and comprehensive development for the entire society, as established in Article 3.1 of PR Law 4-2012; this includes the provision of face-to-face and online training to all government employees. This training addressed six fundamental aspects to create accessible presentations: templates and themes, slide layout, reading order, alt text, descriptive links, and unique titles. Additionally, during this training, we were presented with the tools available in PowerPoint to adjust these parameters and to verify the accessibility of presentations.

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 32
Training or Technical Assistance will be developed or implemented 08
No known outcome at this time 07
Nonrespondent 01
Total 48
Performance Measure Percentage 83.3%
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 59%
Employment 06%
Health, Allied Health, Rehabilitation 00%
Community Living 20%
Technology (IT, Telecom, AT) 15%
Total 100%

B. Description of Technical Assistance

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

The Puerto Rico Assistive Technology Program (PRATP) provided technical assistance to the One-Step Employment Center (Centro de Gestión Única Laboral) at the Carolina municipality in Puerto Rico to help persons with disabilities transition into the workforce. As part of the Workforce Innovation and Opportunity Act (WIOA), this Center provides access to various technologies needed to seek employment, create resumes, post applications, and learn computer-related skills, among other tasks. PRATP AT specialists offered technical training to the Center’s staff during this reporting period on installing, configuring, and using all the acquired technologies. Among other topics, the training focused on accessibility options for computers and tablets, hardware and software for alternate computer access, and AT solutions for learning and cognitive disabilities. The One-Step Employ Center at Carolina is now a model of accessibility and inclusion for other WIOA-based programs.

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

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 April 6, 2022, Puerto Rico and the United States celebrated "National Assistive Technology Awareness Day.” As part of this celebration, the PRATP conducted a broad media campaign under the slogan "Living without Barriers" to promote the use of AT equipment and services to increase the functional capacities of persons with disabilities. This campaign included television interviews on local channels 6 (Notiseis) and channel 13 (mi Gente), Facebook Live events, digital and printed newsletters distribution, and communications via e-mail and social networks. Also, an AT educational video was recorded for the University of Puerto Rico’s Medical Sciences Campus. The estimated number of people reaching island wide through these various initiatives is over 100,000.

2. On May 26, 2022, The Puerto Rico Assistive Technology Program (PRATP) participated in the Congress of Individuals with Disabilities: Inclusion, Education, and Equity. Over 800 persons with disabilities, family members, and service providers attended the event, covered by all major media around the Island. At PRATP’s booth, people had first–hand contact with assistive technologies. In addition, the participants had the opportunity to complete an assistive technology needs survey. This survey helps us to determine the met and unmet needs for assistive technology.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients AT Device/
Service
AT Funding Total
Individuals with Disabilities 193 01 194
Family Members, Guardians and Authorized Representatives 380 05 385
Representative of Education 70 04 74
Representative of Employment 09 01 10
Representative of Health, Allied Health, and Rehabilitation 54 01 55
Representative of Community Living 52 03 55
Representative of Technology 04 00 04
Unable to Categorize 01 00 01
Total 763 15 778

Referral Types:

During this year, the Program changed its strategy and began to post announcements using the social network to promote specific assistive technology devices available. The post included a description of the device and cost (most of the devices in our database are free of charge). It is important to emphasize that this new strategy was possible due to the recent creation of a database system to manage the inventory of devices belonging to the Reuse Program. This database allows the Program to identify the assistive technology devices and the amount available. There was a correlation between the spikes in the statistics, posts on the Facebook Program Page d, and the consumers requests. For example, in November 2021 and May 2022, over 8,000 people saw the content on the page. During these months, PRATP announced specific devices available through the Reuse Program. During this period, the consumer's requests related to the type of devices announced increased by 18%.

Referral Sources:

Referral sources: a) 27% of referrals came from the Program's electronic platforms (Website and social networks). Our Facebook page has proven to be a tool of massive reach that has allowed us to disseminate the Program services; b) 12 % of referrals came from non-governmental organizations (hospitals, Independent Living Organizations, and organizations related to providing services to people with disabilities, etc.); c) 11% of referrals came from Governmental Agencies (Puerto Rico Department of Education, Rehabilitation Services Administration, Municipalities Offices, etc.,); d) 10% of referrals came from practitioners (speech-language pathologists, physical therapists, occupational therapists, social workers, medicine doctors); e) 9% of the referrals came from the Program awareness activities.

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?

The Puerto Rico Assistive Technology Program (PRATP) collaborated with the University of Puerto Rico (UPR), Engineering Department to assign a Capstone course to the design and development of low-cost assistive technologies as part of the AT fabrication initiative. Puerto Rico does not have a Rehabilitation Engineering program; therefore, we partner with the leading mechanical engineering department in the Island to augment our AT fabrication capacity, thus expanding the reach of this state financing activity. PRATP’s AT specialists identify AT fabrication needs appropriate for Capstone level projects and works throughout the semester with engineering students, faculty and individuals with disabilities in the design and development of custom devices. At the end of the process, the resulting devices are evaluated, optimized and tested to determine if they are ready to be given to the target individual. If the device is deemed not quite ready, it is then carried over into the next Capstone courser for further development and optimization. The initiative was implemented using federal and state 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 this reporting period, six (6) devices were developed to address particular needs not currently addressed by the technologies available in the market. After evaluation and testing, each device was directly given to the person with disabilities who had requested it. A lesson learned was that social innovation is a strong motivator for mechanical engineering students to step out their comfort zone and, given the proper guidance, use their skills to create technologies that improve the quality of life of persons with disabilities. This partnership allowed us to engage local talent in the creation of cost-effective solutions to address primary needs of individuals with disabilities and to expand the capacity of PRATP's Low Cost Device Design and Development (LD3) initiative by adding highly specialized human and technical resources to the services provided. This initiative will be a continuous one and we are hoping to engage other engineering programs in the near future. As an advice, we would recommend for the technology development groups to meet with the target user early on and to incorporate him/her and other stakeholders into the e design process. We also would advise keeping the budget quite low so as to boost creativity in the development of replicable low-cost technologies that would in turn increase device acquisition.

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

Other: Underserved groups;

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

State Financing;

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? Yes

A. Leveraged Funding for State Plan Activities

Fund Source Amount Use of Funds Data Reported
State Appropriations$30,000State FinancingTrue
Private$3,806State FinancingTrue
State Appropriations$20,000Device LoanTrue
State Appropriations$20,000Technical AssistanceTrue
State Appropriations$45,000ReuseTrue
State Appropriations$50,000Public Awareness, I&ATrue
State Appropriations$50,000TrainingTrue
State Appropriations$40,000Device LoanTrue
Amount: $258,806

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.


C. 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: Tue Feb 14 2023 16:39:19 GMT-0600 (Central Standard Time)


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This FY22 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.