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 | 80 |
C. Total | 80 |
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 | 80 |
If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance
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 | 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 | 01 | $2,058 | $0 | $2,058 |
Environmental Adaptations | 00 | $0 | $0 | $0 |
Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
Computers and Related | 79 | $33,970 | $0 | $33,970 |
Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
Total | 80 | $36,028 | $0 | $36,028 |
Project START had a client that had lost his housing. In the process of transitioning to his new home his bed was lost. He was sleeping in his power chair. Project START provided him with a refurbished bed and mattress. He stated that this would be the first time in weeks he was able to sleep somewhere other than his power chair.
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 | 07 | 07 |
2. AT was only available through the AT program. | 67 | 01 | 05 | 73 |
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 | 67 | 01 | 12 | 80 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 67 | 01 | 12 | 80 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 67 | 01 | 12 | 80 |
9. Performance on this measure | 100% | 100% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 73 | 91.25% |
Satisfied | 00 | 0% |
Satisfied somewhat | 07 | 8.75% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total Surveyed | 80 | |
Response rate % | 100% |
Primary Purpose of Short-Term Device Loan | Number |
---|---|
Assist in decision-making (device trial or evaluation) | 123 |
Serve as loaner during service repair or while waiting for funding | 03 |
Provide an accommodation on a short-term basis for a time-limited event/situation | 09 |
Conduct training, self-education or other professional development activity | 08 |
Total | 143 |
Type of Individual or Entity | Number of Device Borrowers | ||
---|---|---|---|
Desicion-making | All other Purposes | Total | |
Individuals with Disabilities | 111 | 09 | 120 |
Family Members, Guardians, and Authorized Representatives | 10 | 05 | 15 |
Representative of Education | 02 | 04 | 06 |
Representative of Employment | 00 | 01 | 01 |
Representatives of Health, Allied Health, and Rehabilitation | 00 | 01 | 01 |
Representatives of Community Living | 00 | 00 | 00 |
Representatives of Technology | 00 | 00 | 00 |
Total | 123 | 20 | 143 |
Length of Short-Term Device Loan in Days | 45 |
---|
Type of AT Device | Number of Devices | ||
---|---|---|---|
Desicion-making | All other Purposes | Total | |
Vision | 50 | 01 | 51 |
Hearing | 01 | 00 | 01 |
Speech Communication | 16 | 08 | 24 |
Learning, Cognition and Developmental | 27 | 06 | 33 |
Mobility, Seating and Positioning | 35 | 08 | 43 |
Daily Living | 11 | 02 | 13 |
Environmental Adaptations | 01 | 00 | 01 |
Vehicle Modification and Transportation | 00 | 00 | 00 |
Computers and Related | 00 | 01 | 01 |
Recreation, Sports and Leisure | 00 | 00 | 00 |
Total | 141 | 26 | 167 |
Mississippi experienced devastating tornados in April 2023 resulting in catastrophic loss in a poor, rural community. We immediately contacted emergency officials to see how we could assist with AT needs in the area and learned of a young boy who not only lost his wheelchair, but also his prosthetic leg. These tornados hit in the middle of the night, so he wasn't wearing his prosthetic leg. After a visit to the community, we were able to provide him with a loaner wheelchair that ultimately led to donation. The loss of his prosthesis kept weighing on us, so we reached out to a local prosthetics company with whom we have a great relationship. In turn they wanted to help as well so they reached out to the family to provide him with a new prosthetic leg! They will continue following and serving him as he grows and needs additional fitting and therapy.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 28 | 06 | 86 | 120 |
Decided that an AT device/ service will not meet needs | 00 | 00 | 00 | 00 |
Subtotal | 28 | 06 | 86 | 120 |
Have not made a decision | 03 | 00 | 00 | 03 |
Subtotal | 31 | 06 | 86 | 123 |
Nonrespondent | 00 | 00 | 00 | 00 |
Total | 31 | 06 | 86 | 123 |
Performance on this measure | 90.32% | 100% | 100% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 04 | 00 | 02 | 06 |
2. AT was only available through the AT program. | 00 | 00 | 03 | 03 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 05 | 00 | 06 | 11 |
4. Subtotal | 09 | 00 | 11 | 20 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 09 | 00 | 11 | 20 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 09 | 00 | 11 | 20 |
9. Performance on this measure | 100% | NaN% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 136 | 95.1% |
Satisfied | 05 | 3.5% |
Satisfied somewhat | 02 | 1.4% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total Surveyed | 143 | |
Response rate % | 100% |
Type of AT Device / Service | Number of Demonstrations of AT Devices / Services |
---|---|
Vision | 08 |
Hearing | 03 |
Speech Communication | 49 |
Learning, Cognition and Developmental | 03 |
Mobility, Seating and Positioning | 02 |
Daily Living | 01 |
Environmental Adaptations | 00 |
Vehicle Modification and Transportation | 00 |
Computers and Related | 00 |
Recreation, Sports and Leisure | 00 |
Total # of Device Demonstrations | 66 |
Type of Participant | Decision-Makers | Other Participants | Total |
---|---|---|---|
Individuals with Disabilities | 16 | 29 | 45 |
Family Members, Guardians, and Authorized Representatives | 30 | 23 | 53 |
Representatives of Education | 01 | 01 | 02 |
Representatives of Employment | 18 | 08 | 26 |
Health, Allied Health, Rehabilitation | 00 | 03 | 03 |
Representative of Community Living | 01 | 22 | 23 |
Representative of Technology | 00 | 00 | 00 |
Total | 66 | 86 | 152 |
Type of Entity | Number of Referrals |
---|---|
Funding Source (non-AT program) | 00 |
Service Provider | 00 |
Vendor | 00 |
Repair Service | 00 |
Others | 00 |
Total | 00 |
A Surehands wall mount lift was installed in the classroom of T.K. Martin Center. Demonstration of a Surehands lift is something that is not readily available in the state due to the installation process. The lift at TKMC is now available to allow individuals to try the device and the different slings. The lift can also be used the help transfer individuals from one chair to another for evaluations of mobility devices. The lift is used daily in the classroom to aid the students in moving to the changing table. This helps keep the lift functional. In the classroom the lift is also used to help the students to become accustomed to using a lift. None of the students currently have a lift in their homes, but long term each of them will need to use a lift for all transfers.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 31 | 17 | 07 | 55 |
Decided that an AT device/ service will not meet needs | 01 | 00 | 01 | 02 |
Subtotal | 32 | 17 | 08 | 57 |
Have not made a decision | 06 | 00 | 01 | 07 |
Subtotal | 38 | 17 | 09 | 64 |
Nonrespondent | 01 | 00 | 01 | 02 |
Total | 39 | 17 | 10 | 66 |
Performance on this measure | 82.05% | 100% | 80% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 64 | 42.11% |
Satisfied | 84 | 55.26% |
Satisfied somewhat | 04 | 2.63% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total | 152 | |
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. | 04 | 00 | 09 | 13 |
2. AT was only available through the AT program. | 67 | 01 | 08 | 76 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 05 | 00 | 06 | 11 |
4. Subtotal | 76 | 01 | 23 | 100 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 76 | 01 | 23 | 100 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 76 | 01 | 23 | 100 |
9. Performance on this measure | 93.42% | 100% | 73.91% | 89% |
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 | 59 | 23 | 93 | 175 |
Decided that an AT device/ service will not meet needs | 01 | 00 | 01 | 02 |
Subtotal | 60 | 23 | 94 | 177 |
Have not made a decision | 09 | 00 | 01 | 10 |
Subtotal | 69 | 23 | 95 | 187 |
Nonrespondent | 01 | 00 | 01 | 02 |
Total | 70 | 23 | 96 | 189 |
Performance on this measure | 85.71% | 100% | 97.92% | 93.65% |
ACL Performance Measure | 90% | |||
Met/Not Met | Met |
Customer Rating of Services | Percent | ACL Target | Met/Not Met |
---|---|---|---|
Highly satisfied and satisfied | 96.53% | 95% | Met |
Response Rate | 100% | 90% | Met |
Type of Participant | Number |
---|---|
Individuals with Disabilities | 228 |
Family Members, Guardians and Authorized Representatives | 00 |
Representatives of Education | 250 |
Representatives of Employment | 08 |
Rep Health, Allied Health, and Rehabilitation | 00 |
Representatives of Community Living | 00 |
Representatives of Technology | 84 |
Unable to Categorize | 22 |
TOTAL | 592 |
Metro | Non Metro | Unknown | TOTAL |
---|---|---|---|
125 | 467 | 00 | 592 |
Primary Topic of Training | Participants |
---|---|
AT Products/Services | 459 |
AT Funding/Policy/ Practice | 00 |
Combination of any/all of the above | 68 |
Information Technology/Telecommunication Access | 15 |
Transition | 50 |
Total | 592 |
Describe innovative one high-impact assistance training activity conducted during the reporting period:
A day long training hosted by Project START's sub-contractor, T.K. Martin Center for Technology and Disability, was conducted to include areas that people had expressed interest in learning more about. The theme was "Low Cost, High Impact Technology." CEU's were provided at this training, and the attendance was high! A show and tell of DIY AT solutions from pencil grips to visual schedules to farm tools and all points in between were discussed. Attendees also brought their own favorite DIY solutions to share with the group. Free apps and software were also shown and training conducted.
Briefly describe one training activity related to transition conducted during the reporting period:
Project START technologies were used in a training day for Smith and Simpson County homeschoolers. The homeschool population has a large percentage of students with at least speculated specific learning disabilities including dyslexia, ADHD and other diagnosis. The students were able to receive hands on experience with the technology. They were informed of the used of the technology as well as career opportunities in the field of AT. Multiple questions were answered regarding the procurement of AT in college and workforce. One child in particular was able to share some information on the AT she already uses at home. The same child was also interested in more updated technology. Offers of a loan of the technology were made and well as information on the multiple demo and loan centers across the state. In addition, PRC also provided a three-part training on "LAMP Words for Life for Accent: Vocabulary Review, Programming and Basic Implementation", "Building Blocks to AAC Success" and "Let's Get Talking: Using AAC in the Classroom." This training is intended for SLPs, educators and parents of children with disabilities.
Briefly describe one training activity related to Information and Communication Technology accessibility:
The Digital Archivist/Assistant Professor at Mitchell Library of Mississippi State University trained on how to use Alt text and other tools to make documents accessible. This session was hands-on where attendees brought laptops and practiced along with her. In addition, the program coordinator who is an ATP explored the accessibility features of iPads, Chromebooks and other devices. Many times, our technology already has features built in that can be used to meet the needs of individuals. Information on the new free Morphic software was also discussed. In addition, the Morphic computer program was presented that allows an individual to change the font size, turn on magnification, read text aloud and change the color settings. This software is currently free! Morphic works as a floating toolbar to allow easy access to these changes. This software was shown to MSU's IT department, and based on TKMC recommendations this software is now available campus wide. This greatly increases the accessibility of computers all across the campus.
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 | 00 |
No known outcome at this time | 00 |
Nonrespondent | 15 |
Total | 15 |
Performance Measure Percentage | 0% |
ACL Target Percentage | 70% |
Met/Not Met | Not Met |
Education | 17% |
---|---|
Employment | 00% |
Health, Allied Health, Rehabilitation | 83% |
Community Living | 00% |
Technology (IT, Telecom, AT) | 00% |
Total | 100% |
Describe Innovative one high-impact assistance activity that is not related to transition:
Project START Program Coordinator attended the Statewide Coordination Summit hosted by Mississippi Department of Transportation Public Transit Division to help connect our program with public transit for Mississippians with disabilities. The theme was "Moving from Vision to Reality at the Speed of Change." At the summit she provided information and brochures, applications, information on receiving services from our Lead Agency (Mississippi Department of Rehabilitation Services) and had equipment showcasing some of our most requested loans. Vehicle modifications can be provided through the Assistive Technology department at MDRS which was also relayed to potential clients. Project START will continue to assist MDOT in strategizing to achieve the best available options and resources for citizens with disabilities in need of transportation and equipment.
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
Project START continues to assist Mississippi State University's Special Education Department and Rehabilitation Training and Outreach Specialist with technical assistance to the different classes she teaches. In October 2022 we focused on assistive technology available for people with blindness and low vision, including low-tech options. We had a blindness and low vision equipment specialist collaborate and provide assistance with specific AT devices during this presentation. The students were able to gain more understanding of the resources available to them through Project START and how they can be used to help students in the classroom.
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. Project START Director spoke at the Creating Your Own Path: Successful Transition for Persons with Autism Conference in September 2023. Approximately 200 participants from around the state attended this conference. The break-out session included educators, therapists, parents and individuals with disabilities. During this session, I shared the history of the Tech Act Grant, our mission and services, who we serve, and how to receive our services. I concentrated on AT as it relates to Autism and how students, teachers, therapists and parents can utilize AT efficiently with those individuals both at home, in school and the workplace. An interactive PowerPoint Presentation with videos was used as well as testimonies from AT users. At the conclusion of the presentation many questions were asked, applications were given resulting in loans and a couple individuals asked how to become more involved with our program and have interest in joining our Advisory Council as an educator, AT user and parent of a child with a disability.
2. T.K. Martin Center for Technology and Disability, a sub-contractor with Project START, hosted innovated "Demo Days" in four very rural, agricultural parts of the state. These were provided in order to reach individuals who aren't able to travel to more centralized locations for events. Tables were set up with information and multiple assistive technology devices from all aspects of AT to provide hands-on experience. Invitations to these events were sent to county school districts in that region, vocational rehabilitation and transition counselors in that area, assistive technologists and PT/PTA/OT/OTA professionals. A general parent meeting was also held for parents of children with autism and other disabilities. Attendees were able to see the latest technologies that have been added to our regional demo centers as well as receive information on how to access AT in their areas.
Types of Recipients | AT Device/ Service |
AT Funding | Total |
---|---|---|---|
Individuals with Disabilities | 00 | 00 | 00 |
Family Members, Guardians and Authorized Representatives | 00 | 00 | 00 |
Representative of Education | 00 | 00 | 00 |
Representative of Employment | 00 | 00 | 00 |
Representative of Health, Allied Health, and Rehabilitation | 00 | 00 | 00 |
Representative of Community Living | 00 | 00 | 00 |
Representative of Technology | 00 | 00 | 00 |
Unable to Categorize | 250 | 00 | 250 |
Total | 250 | 00 | 250 |
Project START in collaboration with its sub-contractors and the Arc of Mississippi hosts an annual AT Conference titled "Technology Tools for Today: Assistive Technology for Everyone." The attendance has grown exponentially each year with participants ranging across the board in profession and individuals with disabilities including rehabilitation counselors, assistive technology professionals, teachers, various specialty therapists, parents of children with disabilities and countless others. The event is prefaced with an overview of the services provided by our tech act grant program and an invitation to visit our informational table with assistive technologists from MS Department of Rehabilitation Services on hand. Our 2023 conference had a variety of presenters including sports and recreation, prosthetics, internet and social media safety and creating technology that works for everyone with Cathy Bodine PhD, CCC-SLP, director, Center for Inclusive Design and Engineering at University of Colorado. All presenters stayed to interact with participants and share their knowledge and provide resources! Although specific quantitative data is not available (and is estimated), we did have around 250 attendees this year. This event increases our referrals each year, but this year we've seen an increase in requests for recreational assistive technology. We are looking to expand our device loan library to include such AT.
The majority of our referrals are provided by Mississippi Department of Rehabilitation Services' vocational rehabilitation counselors, disability determination services adjudicators, centers for independent living, hospital-based and school therapists and various disability advocacy groups across the state. Through our growing outreach and lead agency (MDRS) we've also increased in our community referrals.
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 |
---|
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?
Project START has collaborated with MS Department of Wildlife and Fisheries to provide accessible hunting blinds/shooting houses at five Wildlife Management areas across the state. This partnership will give individuals with physical disabilities including wheelchair users the opportunity to get outside and enjoy their hobby and recreation again. Grant funding was used in this collaboration effort.
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.
As this is a fairly new initiative that began later in the reporting period, there are not significant measures and numbers to provide at this time; however, we look forward to reporting further as the collaboration progresses. A representative from the company that designed the shooting houses was present at our annual AT conference in June to showcase the accessible blinds which was a huge hit among our hunting and rural population. Once these are available for use we will work closely with Wildlife Management to secure the number of individuals who essentially use these on loan. This will be a long-term collaboration and coordination between state agencies.
3. What focus areas(s) were addressed by the initiative?
Community Participation and Integration; Recreation / Leisure;
4. What AT Act authorized activity(s) were addressed?
Device Loan;
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 Arc of Mississippi, in partnership with Project START at The Mississippi Department of Rehabilitation, continues the effort to keep people receiving services in residential and other programs or who may be in isolated situations, connected with their families and friends. COVID-19 has affected everyone in some way, but the impact on people who receive services and supports on a daily basis has been especially difficult. Often, the technology and resources are not available for people to remain in touch with their families and friends and may not understand the reasons for the isolation. STAY CONNECTED provides I-Pads and the related technology and resources to providers and facilities for the use of the residents/participants. Each location has a person on site who is responsible for the safe usage of the equipment. The level of independence in using the technology is person-centered, and grant funding included in the partnership contract is used.
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 Executive Director of the Arc of MS states, "our world of support was forever changed due to the impact of Covid 19 for the people we support. We were unable to personally ride by and check on individuals, due to the dangers of face-to-face interactions. Many of whom lost contact with families and other outside supporters because of the difficulties with quarantining in place, like the government was requiring. Because of our partnership with project START and our “Staying Connected” project, the Arc was able to share connected iPads with regional centers and community partners and some individuals to “stay connected” with their loved ones. To date, we would estimate, several hundred interactions that would not have taken place, have in fact happened because of this partnership. Participants have connected with family, friends and providers of service using these devices. We continue to be proud of this service and in this post-covid era the skills learned are still being used today. One of the participants from Westpoint MS said, “without calling you, I would not have anyone to talk to outside of my house. Thank you, project START, for making this happen for me.” There are many more quotes that could be shared and all are positive as to the impact of this partnership. One of the highlights continues to be project "Success", a crisis intervention project of Boswell regional center in Magee MS. Boswell was a recipient of two devices and they continue to use them today for their clients who are in their program for short periods of time- to get their behaviors under control. They are able to stay connected with their families and caregivers back in the programs that they came from. The devices have been used to send pictures and videos throughout their stay, in an effort to stay connected with the program/families that they will be returning to." He also stated, "we, here at The Arc of Mississippi, continue to be proud of our involvement with person’s who experience disability daily and of our continued partnership with project START and their leadership in serving people statewide who have a disability."
3. What focus areas(s) were addressed by the initiative?
Community Participation and Integration; Aging; Information and Communication Technology / Remote Connectivity;
4. What AT Act authorized activity(s) were addressed?
Device Loan;
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 |
---|
Fund Source | Amount | Use of Funds | Data Reported |
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B. Public Health Workforce Grant Award |
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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. |
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Center for Assistive Technology Act Data Assistance . Saved: Tue Feb 13 2024 14:08:48 GMT-0600 (Central Standard Time)