National Assistive Technology Act Data System

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

2. Income of Applicants to Whom Loans Were Made

3. Loan Type

4. Interest Rates

5. Types and Dollar Amounts of AT Financed

6. Defaults

Activity 1

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

3. Types and Dollar Amounts of AT Funded

Activity 2

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

3. Types and Dollar Amounts of AT Funded

Activity 3

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

3. Types and Dollar Amounts of AT Funded

Activity 1

2. Geographic Distribution and Number of Individuals Served

3. Types and Dollar Amounts of AT Funded

G. Notes:

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

G. Notes:

I. Notes:

G. Notes:

C. Description of Training Activities

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

Through an exciting partnership with the State Unit on Aging, the Oregon AT Program has been implementing a Technology Pilot Project. This project aims to deliver a range of technology-related services, including computers, tablets, assistive technologies, and internet access, along with remote training services. The primary goal is to address social isolation and loneliness among seniors and individuals with disabilities throughout the state. Notably, there has been a positive response from Oregon’s Vietnamese communities, with an influx of referrals. Recognizing the preference for in-person assistance within this community, the Oregon AT Program, supported by a highly valued Vietnamese interpreter, has taken training sessions directly to the community. The training sessions held at the community's temple have garnered overwhelmingly positive feedback and appreciation from members of the Vietnamese community. This highlights the success of the project in making a meaningful impact on the lives of seniors and individuals with disabilities, emphasizing the importance of tailoring services to specific community needs.

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

Specialists from the Oregon AT Program were invited by Multnomah County to deliver a presentation titled "Partnering to Empower Consumer Independence." The session provided a concise overview of program services catering to Oregonians with disabilities. The audience was comprised of twenty-five case managers from across the county responsible for assisting individuals in transitioning from nursing and care facilities back to their homes. During the presentation, attendees were treated to a live, guided tour of the OSATP’s Device Lending Library. The format allowed for interactive engagement, with participants and the co-host posing questions and sharing insights during the tour. The primary focus was on enhancing the attendees' understanding of the available tools that their clients might utilize to promote independence at home or within the community. As a result of the session, participants gained valuable knowledge about the tools at their clients' disposal and acquired insights into the process of requesting live demonstrations within their county and statewide. Overall, the presentation successfully achieved its goal of informing and empowering case managers to better support individuals with disabilities in their journey toward increased independence.

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

A representative from the Oregon AT Program conducted a highly impactful ICT training at the Seaside Convention Center during the Vocational Rehabilitation In-Service. The focus of the training was to enable participants to maximize the accessibility of Smart Board systems. The session covered the comprehensive understanding and utilization of Smart Board components, including integration with employer-provided laptops. Trainees were also equipped with the knowledge to make reservations through Outlook 365 from any location using their computers. The training delved into the diverse needs of individuals with disabilities, emphasizing the importance of accessibility features such as captioning and remote interpretation. Given that every DHS office in the state is equipped with a Smart Board system, the training aimed to enhance staff efficiency and increase the utilization of the equipment compared to previous years. The anticipated outcome is a more adept and resourceful workforce, better equipped to serve clients with varying accessibility requirements.

E. Notes:

B. Description of Technical Assistance

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

In late spring, several DHS offices in both Eastern and Southern Oregon underwent renovations and expansions. At two rural locations, shared conference room spaces were added to facilitate meetings for Vocational Rehabilitation and other DHS clients with larger support networks. These rooms also served for group orientation activities and as storage spaces for supplies. To ensure inclusivity for individuals with diverse abilities, including those with complex and unseen disabilities, a specialist from the Oregon AT Program was invited to tour these conference rooms and counselor offices. The purpose of the tour was to assess the accessibility of these spaces and provide recommendations for modifications. The specialist subsequently generated reports for each location, offering cost-efficient ideas to maximize usability and accommodate the widest range of people possible.

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

Joe, a recent high school graduate and member of an Oregon rural Tribe, is diving into college with a focus on mastering welding. Despite being deaf, he tackles communication challenges with innovation. Concerned about limitations imposed by wearing a welding mask, Joe was provided a smartwatch featuring haptic feedback. This technology ensures he receives alerts via SMS messages, prompting him to raise his mask and focus on instructional cues. Unlike high school, having a human interpreter everywhere is impractical. Instead, Joe uses a digital tablet with built-in captioning. The versatile case doubles as a stand, aiding him in comprehending speech through captions and lip-reading. For effective communication, Joe uses an app on his tablet and/or smartwatch to generate verbal responses. This blend of assistive technologies, including haptic feedback, captioning, and specialized apps, empowers Joe to actively participate in his coursework and ensures a successful college experience.

C. Notes:

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. The Oregon AT Program maintains a strong focus on community engagement, a commitment that has gained even greater significance in the post-pandemic landscape. Following the success of a networking event in southern Oregon during the summer, the program was invited to participate in the senior center's 2nd annual Age Well Expo. Throughout the event, an AT specialist hosted an interactive technology exhibit aimed at educating over 275 attendees about the diverse array of services provided by the Statewide AT Program. The exhibit not only highlighted these services but also furnished valuable information on how individuals, regardless of their remote locations in Oregon, can effortlessly access services, information, and technology. This initiative underscores the program's unwavering dedication to reaching and assisting individuals across the entire state.

2. The Oregon AT Program actively implements services for the state's National Deaf-Blind Equipment Distribution Program, commonly referred to as iCanConnect. To heighten public awareness of iCanConnect-Oregon, our team employs various strategies to disseminate information about these services. In the current year, we expanded our outreach efforts to include radio advertising, building on our longstanding partnership with a local media company. Our initiative involved the creation of three 30-second commercials, featuring testimonials from iCanConnect consumers, complemented by three 15-second commercials. These advertisements were strategically distributed across both traditional radio waves and streaming platforms over a two-month period. The 30-second ads, aired on a single station, successfully reached an estimated audience of 2,246,400 listeners. Furthermore, the 15-second commercials, broadcast across seven stations, significantly extended our reach to approximately 7,247,200 listeners.

Notes:

Overview of Coordination/Collaboration Activities

B. State Improvements

1. In one or two sentences, describe the outcome. Be as specific as possible about exactly what changed during this reporting period as a result of the AT program's initiative.

An OSATP Specialist is a member of the State Rehabilitation Council. The member is serving on the committee responsible for working with the State Vocational Rehabilitation agency to prepare and update their annual State Plan.

2. In one or two sentences, describe the written policies, practices, and procedures that have been developed and implemented as a result of the AT program's initiative. Include information about how to obtain the full documents, such as a Web site address or e-mail address of a contact person, but do not include the full documents here. (If there are no written polices, practices and procedures, explain why.)

Updates to VR's State Plan strengthens the partnership between VR and the State AT Program, and specifically addresses the need to ensure assistive technology devices and services are considered at each stage of the VR process.

3. What was the primary area of impact for this state improvement outcome?

Health, Allied Health, Rehabilitation

B.2 State Improvements

1. In one or two sentences, describe the outcome. Be as specific as possible about exactly what changed during this reporting period as a result of the AT program's initiative.

The National Center on Accessible Educational Materials for Learning (AEM Center) is a technical assistance center led by CAST and funded by the U.S. Department of Education, Office of Special Education Programs. The Center’s goal is to increase the availability and use of AEM and accessible technologies by individuals with disabilities in early learning, K-12, higher education, and workforce development settings. Oregon, along with six other states, have been participating in a national AEM Cohort for the past three years.

2. In one or two sentences, describe the written policies, practices, and procedures that have been developed and implemented as a result of the AT program's initiative. Include information about how to obtain the full documents, such as a Web site address or e-mail address of a contact person, but do not include the full documents here. (If there are no written polices, practices and procedures, explain why.)

As a member of this Cohort, the Oregon AT Program serves on the Workforce Development Team. With the National Center’s expert assistance, each state in the AEM Cohort is working to develop a coordinated system for providing AEM and accessible technologies to strengthen transitions into and out of K-12 for students with disabilities who need accessible materials and technologies.

3. What was the primary area of impact for this state improvement outcome?

Education