National Assistive Technology Act Data System
Annual Progress Report - Full Report
Guam 2023
General Information
Statewide AT Program (Information to be listed in national State AT Program Directory)
Lead Agency
Implementing Entity
Program Director and Other Contacts
Person Responsible for completing this form if other than Program Director
Certifying Representative
State Financing
| Did your approved state plan for this reporting period include any State Financing? | Yes |
|---|---|
| Did your approved state plan for this reporting period include conducting a Financial Loan Program? | Yes |
| Area of Residence | Total | ||
|---|---|---|---|
|
Metro RUCC 1-3 |
Non-Metro RUCC 4-9 |
||
| Approved Loan made | 00 | 04 | 04 |
| Approved Not made | 00 | 00 | 00 |
| Rejected | 00 | 00 | 00 |
| Total | 00 | 04 | 04 |
2. Income of Applicants to Whom Loans Were Made
| Lowest Income: | $23,255 | Highest Income: | $64,437 |
|---|
| Sum of Incomes | Loans Made | Average Annual Income |
|---|---|---|
| $164,229 | 04 | $41,057 |
| Income Ranges | Total | ||||||
|---|---|---|---|---|---|---|---|
| $15,000 or Less |
$15,001- $30,000 |
$30,001- $45,000 |
$45,001- $60,000 |
$60,001- $75,000 |
$75,001 or More |
||
| Number of Loans | 00 | 01 | 02 | 00 | 01 | 00 | 04 |
| Percentage of Loans | 0% | 25% | 50% | 0% | 25% | 0% | 100% |
3. Loan Type
| Type of Loan | Number of Loans | Percentage of loans |
|---|---|---|
| Revolving Loans | 00 | 0% |
| Partnership Loans | ||
| Without interest buy-down or loan guarantee | 00 | 0% |
| With interest buy-down only | 00 | 0% |
| With loan guarantee only | 04 | 100% |
| With both interest buy-down and loan guarantee | 00 | 0% |
| Total | 04 | 100% |
| Type of Loan | Number of Loans | Dollar Value of Loans |
|---|---|---|
| Revolving Loans | 00 | $0 |
| Partnership Loans | 04 | $11,180 |
| Total | 04 | $11,180 |
4. Interest Rates
| Lowest | 2% |
|---|---|
| Highest | 2% |
| Sum of Interest Rates | Number of Loans Made | Average Interest Rate |
|---|---|---|
| 09 | 04 | 2.25% |
| Interest Rate | Number of loans |
|---|---|
| 0.0% to 2.0% | 04 |
| 2.1% to 4.0% | 00 |
| 4.1% to 6.0% | 00 |
| 6.1% to 8.0% | 00 |
| 8.1% - 10.0% | 00 |
| 10.1%-12.0% | 00 |
| 12.1%-14.0% | 00 |
| 14.1% + | 00 |
| Total | 04 |
5. Types and Dollar Amounts of AT Financed
| Type of AT | Number of Devices Financed | Dollar Value of Loans |
|---|---|---|
| Vision | 01 | $6,025 |
| Hearing | 01 | $1,500 |
| Speech communication | 00 | $0 |
| Learning, cognition, and developmental | 00 | $0 |
| Mobility, seating and positioning | 03 | $3,655 |
| Daily living | 00 | $0 |
| Environmental adaptations | 00 | $0 |
| Vehicle modification and transportation | 00 | $0 |
| Computers and related | 00 | $0 |
| Recreation, sports, and leisure | 00 | $0 |
| Total | 05 | $11,180 |
6. Defaults
| Number Loans in default | 00 |
|---|---|
| Net loss for loans in default | $0 |
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
Alice serves as a caregiver for her brother Peter, who is confined to his bed due to several medical conditions. Peter required a hospital bed, but Alice faced challenges in finding one at an affordable cost. Peter’s social worker referred her to the State AT Program, where she was offered an Akudi Loan application for the hospital bed. Alice applied for the Akudi Loan Program on behalf of her brother, and the application was promptly approved on September 13, 2023. She expressed gratitude for the financial assistance provided through the Akudi Loan Program and shared her satisfaction with the loan procurement process for the hospital bed.
Shortly after being diagnosed with optic nerve atrophy, Richard, an educator, encountered challenges with his vision and related activities. Attending the GSAT conference, he became aware of various services, including the Akudi Loan Program. Following a visit to the State AT Program, he successfully applied for the Akudi Loan Program and obtained a device called the Braillenote Touch. Richard expressed satisfaction with the loan processing and the helpfulness of the center's staff. He felt accommodated and appreciated the streamlined services.
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 00 | 00 | 02 | 02 |
| 2. AT was only available through the AT program. | 00 | 01 | 01 | 02 |
| 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 | 01 | 03 | 04 |
| 5. None of the above | 00 | 00 | 00 | 00 |
| 6. Subtotal | 00 | 01 | 03 | 04 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 00 | 01 | 03 | 04 |
| 9. Performance on this measure | NaN% | 100% | 100% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 04 | 100% |
| Satisfied | 00 | 0% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 04 | |
| 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 | 06 |
| B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 51 |
| C. Total | 57 |
| 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 | 57 |
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
| 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 | $1,712 | $850 | $862 |
| Daily Living | 03 | $462 | $180 | $282 |
| Environmental Adaptations | 02 | $700 | $700 | $0 |
| Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
| Computers and Related | 00 | $0 | $0 | $0 |
| Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
| Total | 08 | $2,874 | $1,730 | $1,144 |
C. Device Refurbish/Repair - Reassignment and/or Open Ended Loan Activities
| Type of AT Device | Number of Devices Reassigned/Refurbished and Repaired | Total Estimated Current Purchase Price | Total Price for Which Device(s) Were Sold | Savings to Consumers |
|---|---|---|---|---|
| Vision | 04 | $2,226 | $0 | $2,226 |
| Hearing | 04 | $1,007 | $0 | $1,007 |
| Speech Communication | 01 | $384 | $0 | $384 |
| Learning, Cognition and Developmental | 00 | $0 | $0 | $0 |
| Mobility, Seating and Positioning | 43 | $9,919 | $80 | $9,839 |
| Daily Living | 03 | $634 | $0 | $634 |
| 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 | 55 | $14,170 | $80 | $14,090 |
D. Anecdote
Sylvia, 69, was involved in a car accident that required leg surgery and left her struggling to walk. A family member learned about the Guam System for Assistive Technology (GSAT) and brought her to explore their services. After a visit, they decided that a walking cane would be the best solution for Sylvia. She obtained a cane through GSAT's Reutilization Program and now relies on it to move around comfortably. Sylvia and her family are grateful for GSAT's services, which have greatly improved her quality of life.
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 01 | 00 | 20 | 21 |
| 2. AT was only available through the AT program. | 02 | 00 | 10 | 12 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 02 | 01 | 21 | 24 |
| 4. Subtotal | 05 | 01 | 51 | 57 |
| 5. None of the above | 00 | 00 | 00 | 00 |
| 6. Subtotal | 05 | 01 | 51 | 57 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 05 | 01 | 51 | 57 |
| 9. Performance on this measure | 100% | 100% | 100% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 56 | 98.25% |
| Satisfied | 01 | 1.75% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 57 | |
| Response rate % | 100% |
G. Notes:
Device Loan
A. Short-Term Device Loans by Type of Purpose
| Primary Purpose of Short-Term Device Loan | Number |
|---|---|
| Assist in decision-making (device trial or evaluation) | 85 |
| 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 | 20 |
| Conduct training, self-education or other professional development activity | 02 |
| Total | 109 |
B. Short-Term Device Loan by Type of Borrower
| Type of Individual or Entity | Number of Device Borrowers | ||
|---|---|---|---|
| Desicion-making | All other Purposes | Total | |
| Individuals with Disabilities | 65 | 17 | 82 |
| Family Members, Guardians, and Authorized Representatives | 02 | 02 | 04 |
| Representative of Education | 13 | 04 | 17 |
| Representative of Employment | 05 | 01 | 06 |
| Representatives of Health, Allied Health, and Rehabilitation | 00 | 00 | 00 |
| Representatives of Community Living | 00 | 00 | 00 |
| Representatives of Technology | 00 | 00 | 00 |
| Total | 85 | 24 | 109 |
C. Length of Short-Term Device Loans
| Length of Short-Term Device Loan in Days | 30 |
|---|
D. Types of Devices Loaned
| Type of AT Device | Number of Devices | ||
|---|---|---|---|
| Desicion-making | All other Purposes | Total | |
| Vision | 05 | 01 | 06 |
| Hearing | 04 | 02 | 06 |
| Speech Communication | 02 | 00 | 02 |
| Learning, Cognition and Developmental | 00 | 00 | 00 |
| Mobility, Seating and Positioning | 67 | 21 | 88 |
| Daily Living | 02 | 00 | 02 |
| Environmental Adaptations | 05 | 00 | 05 |
| Vehicle Modification and Transportation | 00 | 00 | 00 |
| Computers and Related | 01 | 00 | 01 |
| Recreation, Sports and Leisure | 00 | 00 | 00 |
| Total | 86 | 24 | 110 |
E. Anecdote
Ms. Garcia, an educator, learned about the Guam System for Assistive Technology (GSAT) through The Educating Pacific Island Clinicians in Speech-Language Pathology (EPICS) Project, a personnel preparation grant funded by the US DOE awarded to San José State University, in partnership with Guam CEDDERS. In April 2023, she assisted a 12-year-old student who struggled with activities that were no interests to him, such as identifying basic vocabulary related to his needs and activities requiring gross and fine motor skills. Through her collaboration with the State AT Program, she was able to borrow a Pretorian Applicator Interface for her student, which helped him by providing an alternative communication modality to express his wants. This assistive device also motivated him to be more responsive and make more attempts to communicate. Ms. Garcia emphasized the excellent services provided by the State AT Program, noting that the staff are reliable and accommodating. As a frequent user of GSAT, she expressed satisfaction with her experience as a teacher.
F. Access Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 12 | 07 | 58 | 77 |
| Decided that an AT device/ service will not meet needs | 02 | 00 | 06 | 08 |
| Subtotal | 14 | 07 | 64 | 85 |
| Have not made a decision | 00 | 00 | 00 | 00 |
| Subtotal | 14 | 07 | 64 | 85 |
| Nonrespondent | 00 | 00 | 00 | 00 |
| Total | 14 | 07 | 64 | 85 |
| Performance on this measure | 100% | 100% | 100% | |
G. Acquisition Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 03 | 00 | 16 | 19 |
| 2. AT was only available through the AT program. | 01 | 01 | 00 | 02 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 00 | 03 | 03 |
| 4. Subtotal | 04 | 01 | 19 | 24 |
| 5. None of the above | 00 | 00 | 00 | 00 |
| 6. Subtotal | 04 | 01 | 19 | 24 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 04 | 01 | 19 | 24 |
| 9. Performance on this measure | 100% | 100% | 100% | |
H. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 108 | 99.08% |
| Satisfied | 01 | 0.92% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 109 | |
| Response rate % | 100% |
I. Notes:
Device Demonstration
A. Number of Device Demonstrations by Device Type
| Type of AT Device / Service | Number of Demonstrations of AT Devices / Services |
|---|---|
| Vision | 02 |
| Hearing | 01 |
| Speech Communication | 00 |
| Learning, Cognition and Developmental | 00 |
| Mobility, Seating and Positioning | 04 |
| Daily Living | 01 |
| Environmental Adaptations | 00 |
| Vehicle Modification and Transportation | 00 |
| Computers and Related | 00 |
| Recreation, Sports and Leisure | 00 |
| Total # of Device Demonstrations | 08 |
B. Types of Participants
| Type of Participant | Decision-Makers | Other Participants | Total |
|---|---|---|---|
| Individuals with Disabilities | 05 | 00 | 05 |
| Family Members, Guardians, and Authorized Representatives | 02 | 02 | 04 |
| Representatives of Education | 01 | 00 | 01 |
| Representatives of Employment | 00 | 00 | 00 |
| Health, Allied Health, Rehabilitation | 00 | 00 | 00 |
| Representative of Community Living | 00 | 00 | 00 |
| Representative of Technology | 00 | 00 | 00 |
| Total | 08 | 02 | 10 |
C. Number of Referrals
| Type of Entity | Number of Referrals |
|---|---|
| Funding Source (non-AT program) | 00 |
| Service Provider | 02 |
| Vendor | 03 |
| Repair Service | 00 |
| Others | 00 |
| Total | 05 |
D. Anecdote
Chloe has experienced complete hearing loss in her left ear and also suffers from seizures. Due to her hearing difficulties, she has faced challenges in communication and learning. The Guam Department of Education referred her to GSAT, where she was introduced to several Assistive Technology devices for hearing, namely the Contigo, Pocketalker, and the Personal FM Listening System. After careful consideration, Chloe selected the Personal FM Listening System. As a result of using this device, Chloe was able to hear more clearly in her classes and concentrate better on her learning.
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 02 | 00 | 06 | 08 |
| Decided that an AT device/ service will not meet needs | 00 | 00 | 00 | 00 |
| Subtotal | 02 | 00 | 06 | 08 |
| Have not made a decision | 00 | 00 | 00 | 00 |
| Subtotal | 02 | 00 | 06 | 08 |
| Nonrespondent | 00 | 00 | 00 | 00 |
| Total | 02 | 00 | 06 | 08 |
| Performance on this measure | 100% | NaN% | 100% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 10 | 100% |
| Satisfied | 00 | 0% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total | 10 | |
| Response rate % | 100% |
G. Notes:
Overall Performance Measures
Overall Acquisition Performance Measure
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 04 | 00 | 38 | 42 |
| 2. AT was only available through the AT program. | 03 | 02 | 11 | 16 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 02 | 01 | 24 | 27 |
| 4. Subtotal | 09 | 03 | 73 | 85 |
| 5. None of the above | 00 | 00 | 00 | 00 |
| 6. Subtotal | 09 | 03 | 73 | 85 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 09 | 03 | 73 | 85 |
| 9. Performance on this measure | 77.78% | 66.67% | 67.12% | 68.24% |
| ACL Performance Measure | 85% | |||
| Met/Not Met | Not Met | |||
Overall Access Performance Measure
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 14 | 07 | 64 | 85 |
| Decided that an AT device/ service will not meet needs | 02 | 00 | 06 | 08 |
| Subtotal | 16 | 07 | 70 | 93 |
| Have not made a decision | 00 | 00 | 00 | 00 |
| Subtotal | 16 | 07 | 70 | 93 |
| Nonrespondent | 00 | 00 | 00 | 00 |
| Total | 16 | 07 | 70 | 93 |
| Performance on this measure | 100% | 100% | 100% | 100% |
| 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 | 100% | 90% | Met |
Training
A. Training Participants: Number and Types of Participants; Geographical Distribution
| Type of Participant | Number |
|---|---|
| Individuals with Disabilities | 39 |
| Family Members, Guardians and Authorized Representatives | 37 |
| Representatives of Education | 33 |
| Representatives of Employment | 11 |
| Rep Health, Allied Health, and Rehabilitation | 44 |
| Representatives of Community Living | 99 |
| Representatives of Technology | 04 |
| Unable to Categorize | 19 |
| TOTAL | 286 |
| Metro | Non Metro | Unknown | TOTAL |
|---|---|---|---|
| 00 | 267 | 19 | 286 |
B. Training Topics
| Primary Topic of Training | Participants |
|---|---|
| AT Products/Services | 159 |
| AT Funding/Policy/ Practice | 00 |
| Combination of any/all of the above | 00 |
| Information Technology/Telecommunication Access | 13 |
| Transition | 114 |
| Total | 286 |
C. Description of Training Activities
Describe innovative one high-impact assistance training activity conducted during the reporting period:
The 29th Annual GSAT Assistive Technology Conference took place on April 21 at the Hilton Guam Resort, featuring the theme "Raising the Bar: Live, Work, and Play with Assistive Technology." The Conference and Fair Planning Committee, comprised of individuals from the advisory council, worked together to develop the theme, logistics, topics, and presenters. The sessions included training on financial literacy, cybersecurity, and banking features for individuals with disabilities, led by a Sustainability and Social Impact Manager and a Production Assistant from a local bank. These presenters equipped the audience with knowledge and skills to identify fraud and provided tips to avoid cybercrime. Another session discussed Dementia and Resources to help family members, including the use of assistive technology to alert family members if their loved ones leave a room. The last session featured presenters from the community providing information about their services in employment, community, recreation, and accessible transportation. One of the presenters described assistive technology used for children with disabilities in the area of recreation, showcasing several pieces of equipment and explaining their features and usage.
Briefly describe one training activity related to transition conducted during the reporting period:
On September 25, 2023, GSAT held a joint presentation with the CEDDERS Associate Director on Transition Planning for students with disabilities and staff of John F. Kennedy High School as they prepare to become adults and the implementation of the Individualized Education Program (IEP). The presentation aimed to provide valuable insights and guidance for students during the transition process to adulthood, emphasizing the importance of indvidualized education plans in this critical phase. During the event, GSAT showcased a wide array of assistive devices. The devices were categorized into sections, including Learning Cognition and Developmental, Vision, Hard of Hearing/Deaf, as well as Recreational and Leisure. This demonstration allowed attendees to gain hands-on experience with assistive technology, providing them with a comprehensive understanding of how these devices can support various aspects of daily living, education, and leisure activities for individuals with disabilities. The interactive display aimed to educate and empower attendees, enabling them to make informed decisions about the most suitable assistive technologies for themselves or their loved ones. Overall, the event sought to promote inclusion and accessibility for individuals with disabilities through the dissemination of knowledge and hands-on experiences of assistive technology.
Briefly describe one training activity related to Information and Communication Technology accessibility:
On August 8, 2023, a comprehensive joint training session by staff of the Guam Early Hearing Detection and Intervention and Guam System for Assistive Technology was conducted for the medical staff and social workers of a dialysis center. The training focused on disability sensitivity and the development of accessible websites and documents. It also addressed critical issues related to ensuring digital accessibility for individuals with diverse needs, including those on the autism spectrum, with low vision, and who are deaf or hard of hearing. The training aimed to equip the medical staff and social workers with the necessary knowledge and skills to create an inclusive online environment that caters to the needs of all users, regardless of their abilities. As part of the training program, participants were encouraged to actively engage with the material, and they were provided with pre and post-surveys to gauge their understanding of disabilities. This approach allowed for the assessment of participants' knowledge both before and after the training, facilitating a comprehensive understanding of the impact of the training on their understanding of disability best practices. By empowering participants with practical skills and knowledge, the training aimed to foster a more inclusive and welcoming environment for individuals with disabilities of the dialysis center.
D. IT/Telecommunications Training Performance Measure
| Outcome/Result From IT/Telecommunications Training Received | Number |
|---|---|
| IT and Telecommunications Procurement or Dev Policies | 00 |
| Training or Technical Assistance will be developed or implemented | 13 |
| No known outcome at this time | 00 |
| Nonrespondent | 00 |
| Total | 13 |
| Performance Measure Percentage | 100% |
| ACL Target Percentage | 70% |
| Met/Not Met | Met |
E. Notes:
Technical Assistance
A. Frequency and Nature of Technical Assistance
| Education | 00% |
|---|---|
| Employment | 00% |
| Health, Allied Health, Rehabilitation | 00% |
| Community Living | 100% |
| Technology (IT, Telecom, AT) | 00% |
| Total | 100% |
B. Description of Technical Assistance
Describe Innovative one high-impact assistance activity that is not related to transition:
The Government of Guam Retirement Fund (GGRF) recently approached GSAT for assistance in acquiring a TDD/TTY device for their agency. The need for this accommodation arose when a client was unable to complete a transaction due to the absence of readily available communication accommodations. Recognizing the importance of providing inclusive services, GGRF sought the expertise of GSAT to address this issue. In response to their inquiry, GSAT not only provided a TTY machine but also offered comprehensive technical assistance to ensure that the device could be effectively operated within the agency. This included guidance on setting up and utilizing the TTY machine, as well as training on its features and functionality. By equipping GGRF with the necessary tools and knowledge, GSAT's support has not only resolved an immediate need but also paved the way for the agency to better accommodate and serve individuals requiring TDD/TTY communication.
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
The Elder Justice Center, which provides support to senior citizens in their 70s, 80s, or 90s with hearing and vision challenges, reached out to GSAT for technical assistance at an outreach event. GSAT staff gathered information about the needs of individuals and found devices to enhance communication, hearing, and memory. They showcased the features and functions of these devices and administered evaluations to assess their effectiveness. The center's representative shared a heartwarming story of a client who, after a long time, was able to hear his wife's voice again thanks to the use of a device. By identifying suitable devices and providing training and evaluation, GSAT has played a pivotal role in improving the communication and quality of life for elderly individuals with sensory impairments. The technical assistance facilitated by GSAT has helped the center better serve its clients and enabled them to continue living independently at home.
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 29, 2023, The Guam System for Assistive Technology (GSAT) hosted the 29th Annual Assistive Technology Fair at Micronesia Mall, providing a platform for agencies to spotlight the services they offer for individuals with disabilities. The event featured ASL-interpreted signed songs and a captivating musical performance by a member of the advisory council. The fair was characterized by a unique hands-on approach to showcasing assistive technology, as social work interns demonstrated various categories of assistive devices, bringing the technology to life and illustrating its potential impact on individuals with disabilities. The theme of the expo, "Raising the Bar: Live, Work, and Play with Assistive Technology," set the tone for the event, with each table dedicated to showcasing devices that could be utilized for employment, recreation and leisure, and daily living. The fair's emphasis on practical applications and real-world scenarios underlines the significance of assistive technology in empowering individuals with disabilities to lead fulfilling lives. By highlighting the intersection of assistive technology with key aspects of daily life, such as work, leisure, and independence, the event demonstrated the transformative potential of these devices in enhancing the quality of life for individuals with disabilities. The fair served as a valuable platform for attendees to gain firsthand insights into the diverse and innovative assistive technology solutions available, fostering greater awareness and understanding of the resources.
2. The "disABILITY at Work" conference served as a platform for disseminating information relating to assistive technology and alternative financing resources. On September 8, 2023, GSAT staff along with a Social Work Intern engaged with attendees to demonstrates assistive technology and address disability-related issues within the workplace. GSAT staff delivered information on the alternative financing loan program, and assistive technology devices that supports inviduals with disabilities in the workplace. This outreach effort highlighted the role of GSAT and AKUDI Loan in empowering individuals with disabilities to access the tools and resources essential for achieving professional success and independence.
Information And Assistance
| Types of Recipients | AT Device/ Service |
AT Funding | Total |
|---|---|---|---|
| Individuals with Disabilities | 49 | 11 | 60 |
| Family Members, Guardians and Authorized Representatives | 44 | 08 | 52 |
| Representative of Education | 10 | 00 | 10 |
| Representative of Employment | 11 | 03 | 14 |
| Representative of Health, Allied Health, and Rehabilitation | 61 | 04 | 65 |
| Representative of Community Living | 28 | 01 | 29 |
| Representative of Technology | 00 | 00 | 00 |
| Unable to Categorize | 01 | 00 | 01 |
| Total | 204 | 27 | 231 |
Referral Types:
The success of GSAT's outreach and education efforts can be attributed to unique strategies and partnerships that have significantly increased referrals to the State AT Program. One notable partnership has been with local hospitals, where GSAT's presence and collaboration with hospital staff have resulted in a heightened number of referrals. This has been particularly impactful, as individuals who are being discharged from the hospital are now being referred to the AT program for continued support and assistance. Additionally, GSAT's involvement in various outreach events, where the program was invited to speak and present, has also been instrumental in increasing referrals. These events have provided a platform to raise awareness and connect with potential users of assistive technology, resulting in a rise in referrals. Furthermore, a noteworthy trend has emerged wherein individuals who have previously utilized the services of the State AT Program are now serving as advocates by referring their family and friends to the program. This word-of-mouth referral system has been a highly effective method of increasing outreach and education about the program.
Referral Sources:
GSAT has developed a strong network of referral sources, particularly through collaborations with two major hospitals in Guam. As a result, GSAT has received consistent referrals from hospital staff, who have been instrumental in referring patients who will be discharged to the AT program. These referral resources have resulted with approximately 60% of GSAT total referrals for information and assistance coming from hospital staff.
Notes:
Coordination/Collaboration and State Improvement Outcomes
Overview of Coordination/Collaboration Activities
| Coordination/Collaboration activities are not required. You may report up to two MAJOR coordination/collaboration activities for this reporting period. How many will you be reporting? | 2 |
|---|
A. Coordination/Collaboration
1. As concisely as possible, describe the partnership initiative. What activities/services were provided? Who are the major collaborating organizations and what is their role? Who is served/benefited? What funding was used to implement the initiative?
On August 19, 2023, and September 16, 2023, the Guam System for Assistive Technology (GSAT) partnered with Guam Early Hearing Detection and Intervention (EHDI) Project for a mini-conference and various outreach activities. The initiative involved GSAT staff presenting on the program's alternative financing activity and providing demonstrations of devices tailored to the participants' specific needs. The major collaborating organizations were GSAT and Guam Early Hearing Detection & Intervention (EHDI) Project, with GSAT's role being the presentation and demonstration of assistive technology devices. The EHDI Project supports the development of a statewide program and system of care that ensures that deaf or hard of hearing children are identified through newborn and infant hearing screening and receive evaluation, diagnosis, and appropriate intervention that optimize their language, literacy, and social-emotional development. The initiative served and benefited family members, individuals with developmental disabilities, daycare providers, and representatives from the Parent Training Information and Autism Community Together.
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 between the Guam System for Assistive Technology (GSAT) and the Guam Early Hearing Detection and Intervention (EHDI) Project resulted in measurable changes in access to assistive technology, awareness of assistive technology, and the reach of the state AT program. Over 75 individuals attended the mini-conference, and as a result, participants gained a deeper understanding of assistive technology and its importance within the broader community, including senior citizens and family members. Additionally, GSAT's approach of obtaining participant surveys during each session to identify specific assistive technology needs has proven to be effective in customizing content for the audience and ensuring that it is more purposeful. The partnership's success can be attributed to the intentional approach of tailoring content to the participants' needs and the collaborative efforts of the two organizations, which facilitated a wider reach and impact. Given the positive outcomes and the available funding resources, the initiative is expected to continue rather than being a one-time event. To replicate the initiative successfully, it is recommended to prioritize interactive sessions that capture the specific needs of participants and to strengthen partnerships with relevant organizations.
3. What focus areas(s) were addressed by the initiative?
Education; Community Participation and Integration; Health; Aging; Transition(school to work or congregate care to community);
4. What AT Act authorized activity(s) were addressed?
Public Awareness;
A.2 Coordination/Collaboration (Entry 2)
1. As concisely as possible, describe the partnership initiative. What activities/services were provided? Who are the major collaborating organizations and what is their role? Who is served/benefited? What funding was used to implement the initiative?
On July 3, 2023, the Leisure Education Service (LES) at the Guam Department of Education collaborated with the Guam System for Assistive Technology (GSAT) to seek devices that might benefit their clients. The initiative involved meetings with LES staff to gather data on the types of disabilities their clients had, leading to the identification and acquisition of assistive technology aimed at promoting play and inclusion among students. The major collaborating organizations were LES and GSAT, with GSAT funding being utilized to procure the assistive technology devices. The initiative served to benefit the clients of the Leisure Education Service by providing them with assistive technology that supports their needs and encourages inclusive play.
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.
Through the coordination with LES, parents and family members are now aware of the alternative means to access assistive technology. This collaboration with LES provided also an opportunity to connect with National Park Service, an agency that has received funding for assistive technology and ensuring that their facility is made accessible. It would be helpful if GSAT staff can do a sight visit to the school to observe students skills, and to also provide a presentation to parents/family members, as AT may not only be needed in the classroom but also at home and the community. As a result of the partnership with LES, there has been an increase in awareness among parents and family members about alternative means to access assistive technology. This collaboration has also facilitated connections with the National Park Service, allowing for the accessibility of their facilities through funding for assistive technology. Valuable lessons from this initiative suggest the importance of conducting site visits to observe students' skills and providing presentations to parents/family members, as assistive technology needs may extend beyond the classroom to the home and the community. The success of the partnership lies in the expanded reach and awareness achieved by connecting with new agencies and stakeholders. The initiative is expected to continue with available funding and resources. To replicate this initiative, it is advised to engage in extensive outreach, including site visits and presentations to various stakeholders, to address the diverse needs of the individuals benefiting from assistive technology.
3. What focus areas(s) were addressed by the initiative?
Education;
4. What AT Act authorized activity(s) were addressed?
Device Loan; Demonstration; 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
A. Leveraged Funding for State Plan Activities
| Fund Source | Amount | Use of Funds | Data Reported |
|---|---|---|---|
| Federal | $150 | Training | False |
| Federal | $600 | Public Awareness, I&A | False |
| Federal | $920 | Training | False |
| Amount: $1,670 |
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. Public Health Workforce Grant Award |
||||||||||||||||||||||||||||||||||||||||
|
All Section 4 AT Act grantees were awarded $80,000.00 in supplimental Public Health Workforce grant funding to increase the full-time equivalent (FTE) of staff withing the disability and aging network for public health professionals. Please document the status of these funds below. |
||||||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||||||
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 13 2024 14:17:51 GMT-0600 (Central Standard Time)