National Assistive Technology Act Data System

Annual Progress Report - Full Report

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Puerto Rico 2024

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:

PO Box 365067

City:

San Juan

State:

Puerto Rico

Zip Code:

00936

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

Does your Lead Agency contract with an Implementing Entity to carry out the Statewide AT Program on its behalf? (Check if Yes)

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?

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?

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 Residence	Individuals Served
A. Metro (RUCC 1-3)	2
B. Non-Metro (RUCC 4-9)	0
C. Total Served	2

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	2

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 / Service	Number of Devices Funded	Value of AT Provided
Vision	0	$0
Hearing	0	$0
Speech communication	0	$0
Learning, cognition, and developmental	0	$0
Mobility, seating and positioning	0	$0
Daily living	2	$1,516
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	0	$0
Recreation, sports, and leisure	0	$0
Total	2	$1,516

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?

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 Residence	Individuals Served
A. Metro (RUCC 1-3)	35
B. Non-Metro (RUCC 4-9)	0
C. Total Served	35

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	35

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 / Service	Number Provided	Total Estimated Current Retail Purchase Price	Total Price for Which Devices Were Sold	Savings to Consumers
Vision	3	$420	$0	$420
Hearing	0	$0	$0	$0
Speech communication	0	$0	$0	$0
Learning, cognition, and developmental	0	$0	$0	$0
Mobility, seating and positioning	15	$7,229	$45	$7,184
Daily living	6	$1,164	$12	$1,152
Environmental adaptations	7	$1,714	$26	$1,688
Vehicle modification and transportation	0	$0	$0	$0
Computers and related	0	$0	$0	$0
Recreation, sports, and leisure	4	$3,566	$82	$3,484
Total	35	$14,093	$165	$13,928

D. Anecdote

John, a one-and-a-half-year-old boy, experiences muscle weakness and contractures that limit his mobility. His family, sought solutions beyond carrying him or using a stroller for his transportation. They found an innovative alternative in an electric toy car, and to optimize this solution, they reached out to PRATP. Their goal was to request modifications that would improve his positioning, enhance control accessibility, and upgrade the car's electrical system for more prolonged use. PRATP's low-cost AT design initiative integrated a customized positioning system into John's car. This system, which includes a specially designed backrest and chest strap, supports his back and aligns his torso and legs. The backrest was repositioned forward to place John in a more functional position, improving his reach and control. A chest strap was also added to prevent him from leaning forward during sudden stops. To personalize the experience, the adapted seat was painted red and decorated with "Cars" movie stickers, reflecting John's favorite theme. The car's electrical system and battery compartment were also upgraded. A new battery with more than double the original amperage was installed, providing greater motor power and extended usage time between charges. According to his mother, the longer battery life will enable John to move independently during their visits to medical appointments, as he prefers driving his car to being pushed in a stroller. The final version of the adapted car was delivered to John's home. He immediately began moving around the house, skillfully navigating the dining area with impressive control. The joy on John's face and his parents' happiness was palpable, a testament to the solution's success.

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	00	00	04	04
2. AT was only available through the AT program.	02	01	30	33
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	02	01	34	37
5. None of the above	00	00	00	00
6. Subtotal	02	01	34	37
7. Nonrespondent	00	00	00	00
8. Total	02	01	34	37
9. Performance on this measure	100%	100%	100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	37	100%
Satisfied	00	0%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	37
Response rate %	100%

G. Notes:

Reutilization

Did your approved State Plan for this reporting period included conducting any device reuse activities?

A. Number of Recipients of Reused Devices

Activity	Number of Individuals Receiving a Device from Activity
A. Device Exchange	01
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	175
C. Total	176

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	176

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	01	$1,200	$0	$1,200
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	01	$1,200	$0	$1,200

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	21	$1,615	$0	$1,615
Hearing	03	$1,245	$0	$1,245
Speech Communication	07	$9,412	$0	$9,412
Learning, Cognition and Developmental	00	$0	$0	$0
Mobility, Seating and Positioning	135	$115,521	$0	$115,521
Daily Living	48	$5,862	$0	$5,862
Environmental Adaptations	03	$214	$0	$214
Vehicle Modification & Transportation	01	$140	$0	$140
Computers and Related	03	$750	$0	$750
Recreation, Sports and Leisure	00	$0	$0	$0
Total	221	$134,759	$0	$134,759

D. Anecdote

On March 21, 2024, in celebration of World Down Syndrome Day, PRATP provided a vital reuse service to Isaí, a 3-year-old boy with a clinical diagnosis of Down syndrome. As part of his rehabilitation process, Isaí's physical therapist recommended a posterior pediatric walker to support his mobility development. However, Isaí's family faced financial constraints and could not cover the equipment's cost. Isaí's mother reached out to PRATP for assistance. After receiving guidance and a fitting session to determine the size of the walker, Isaí's entire family visited the PRATP offices to pick up the equipment. Dressed in their matching World Down Syndrome Day shirts, the family celebrated this milestone together. The pediatric walker was carefully adjusted to fit Isaí's measurements and immediately handed over to him. With the support of his new assistive device, Isaí took his first steps, a joyous moment for both his family and the PRATP team. This service highlights PRATP's commitment to enhancing the quality of life for individuals with disabilities by providing accessible and personalized assistive technology solutions, empowering families, and fostering independence.

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	00	01	106	107
2. AT was only available through the AT program.	00	00	52	52
3. AT was available through other programs, but the system was too complex or the wait time too long.	00	00	05	05
4. Subtotal	00	01	163	164
5. None of the above	00	00	01	01
6. Subtotal	00	01	164	165
7. Nonrespondent	00	00	11	11
8. Total	00	01	175	176
9. Performance on this measure	NaN%	100%	93.14%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	171	97.16%
Satisfied	01	0.57%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	04	2.27%
Total Surveyed	176
Response rate %	97.73%

G. Notes:

Device Loan

Did your approved State Plan for this reporting period included conducting Short-Term Device Loans?

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)	60
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	04
Conduct training, self-education or other professional development activity	06
Total	72

B. Short-Term Device Loan by Type of Borrower

LOANS BY TYPE OF BORROWER
Type of Individual or Entity	Number of Device Borrowers
Type of Individual or Entity	Desicion-making	All other Purposes	Total
Individuals with Disabilities	55	05	60
Family Members, Guardians, and Authorized Representatives	04	00	04
Representative of Education	01	03	04
Representative of Employment	00	00	00
Representatives of Health, Allied Health, and Rehabilitation	00	01	01
Representatives of Community Living	00	01	01
Representatives of Technology	00	02	02
Total	60	12	72

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	14

D. Types of Devices Loaned

Types of Devices Loaned
Type of AT Device	Number of Devices
Type of AT Device	Desicion-making	All other Purposes	Total
Vision	21	00	21
Hearing	00	02	02
Speech Communication	27	24	51
Learning, Cognition and Developmental	02	00	02
Mobility, Seating and Positioning	13	06	19
Daily Living	00	01	01
Environmental Adaptations	00	00	00
Vehicle Modification and Transportation	00	00	00
Computers and Related	01	00	01
Recreation, Sports and Leisure	04	01	05
Total	68	34	102

E. Anecdote

Laura, an 85-year-old woman with a neuromuscular condition, had been unable to stand or walk for the past five years. With over 40 years of experience as a physical and occupational therapy specialist, Laura understood the potential of assistive technology (AT) to support weight-bearing activities and assisted ambulation. PRATP provided Laura a gait trainer through its AT loan service, allowing her and her therapist to test its functionality in a home environment. With the therapist's guidance, Laura achieved significant progress, meeting treatment goals that included standing weight tolerance and initiating an assisted walking pattern of 5-6 steps. The AT loan service enabled Laura and her therapist to make an informed decision about acquiring an AT device to continue improving her ambulation skills. Later, through PRATP's equipment reuse program, Laura received a gait trainer tailored to her needs.

Impact Area Education Employment Community Living

F. Access Performance Measures

Access Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
Decided that AT device/service will meet needs	11	06	29	46
Decided that an AT device/ service will not meet needs	01	02	04	07
Subtotal	12	08	33	53
Have not made a decision	02	01	03	06
Subtotal	14	09	36	59
Nonrespondent	01	00	00	01
Total	15	09	36	60
Performance on this measure	85.71%	88.89%	91.67%

G. Acquisition Performance Measures

Acquisition Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	01	00	02	03
2. AT was only available through the AT program.	03	02	04	09
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	04	02	06	12
5. None of the above	00	00	00	00
6. Subtotal	04	02	06	12
7. Nonrespondent	00	00	00	00
8. Total	04	02	06	12
9. Performance on this measure	100%	100%	100%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	70	97.22%
Satisfied	02	2.78%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	72
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	62
Hearing	20
Speech Communication	43
Learning, Cognition and Developmental	12
Mobility, Seating and Positioning	41
Daily Living	21
Environmental Adaptations	04
Vehicle Modification and Transportation	00
Computers and Related	07
Recreation, Sports and Leisure	03
Total # of Device Demonstrations	213

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	160	04	164
Family Members, Guardians, and Authorized Representatives	46	78	124
Representatives of Education	04	01	05
Representatives of Employment	00	00	00
Health, Allied Health, Rehabilitation	02	06	08
Representative of Community Living	01	00	01
Representative of Technology	00	00	00
Total	213	89	302

C. Number of Referrals

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

D. Anecdote

A deaf woman pursuing a technical degree reached PRATP for a demonstration of assistive technology tools. Due to the frequent lack of in-person or virtual interpreters, she needed help understanding her professors and taking notes during class. Her high proficiency in reading and writing reassured the PRATP specialist, who demonstrated various real-time transcription and note-taking applications, including Live Transcribe, AVA, and iOS Voice Recognition. Tools for recording audio and automatically transcribing it into text using MS Word were also introduced. During the demonstration, she utilized her own devices to familiarize herself with the tools and immediately integrate them into her academic routine. The student expressed that she was previously unaware of these resources and recognized their potential to enhance her academic experience and daily life significantly. PRATP’s tailored approach equipped her with practical solutions and empowered her to overcome barriers in her educational journey.

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
Decided that AT device/service will meet needs	44	14	133	191
Decided that an AT device/ service will not meet needs	00	00	01	01
Subtotal	44	14	134	192
Have not made a decision	02	00	11	13
Subtotal	46	14	145	205
Nonrespondent	01	00	07	08
Total	47	14	152	213
Performance on this measure	93.62%	100%	88.16%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	269	89.07%
Satisfied	15	4.97%
Satisfied somewhat	00	0%
Not at all satisfied	01	0.33%
Nonrespondent	17	5.63%
Total	302
Response rate %	94.37%

G. Notes:

Overall Performance Measures

Overall Acquisition Performance Measure

Acquisition Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	01	01	112	114
2. AT was only available through the AT program.	05	03	86	94
3. AT was available through other programs, but the system was too complex or the wait time too long.	00	00	05	05
4. Subtotal	06	04	203	213
5. None of the above	00	00	01	01
6. Subtotal	06	04	204	214
7. Nonrespondent	00	00	11	11
8. Total	06	04	215	225
9. Performance on this measure	100%	100%	92.09%	92.44%
ACL Performance Measure				85%
Met/Not Met				Met

Overall Access Performance Measure

Access Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
Decided that AT device/service will meet needs	55	20	162	237
Decided that an AT device/ service will not meet needs	01	02	05	08
Subtotal	56	22	167	245
Have not made a decision	04	01	14	19
Subtotal	60	23	181	264
Nonrespondent	02	00	07	09
Total	62	23	188	273
Performance on this measure	91.8%	95.65%	88.83%	90.07%
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	99.82%	95%	Met
Response Rate	96.42%	90%	Met

Educational/Training Activities

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

Educational/Training Activities by Participant Type
Type of Participant	Number
Individuals with Disabilities	111
Family Members, Guardians and Authorized Representatives	155
Representatives of Education	1,456
Representatives of Employment	123
Rep Health, Allied Health, and Rehabilitation	135
Representatives of Community Living	430
Representatives of Technology	27
Unable to Categorize	08
TOTAL	2,445

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
2,347	85	13	2,445

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	2,377
AT Funding/Policy/ Practice	00
Combination of any/all of the above	27
Information Technology/Telecommunication Access	41
Transition	00
Total	2,445

C. Description of Educational/Training Activities

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

The Puerto Rico Assistive Technology Program (PRATP) joined efforts with the organization Support for Parents of Children with Disabilities (APNI) to offer the training "Combination of Assistive Technology Tools for Deafblindness." The training was presented by a blind PRATP specialist, making her an example of how AT facilitates the integration of individuals with disabilities into educational, employment, and community settings. This training focused on the main assistive technology tools used to address the combined needs of vision and hearing (deafblindness), such as braille displays, screen readers, and tactile communication devices, and the challenges this condition presents in the educational environment. Most participants were family members of individuals with disabilities and representatives from the education and employment sectors. The creation of this training responds to a need identified by APNI to address the specific needs of the deaf-blind population. Assistive technology for deaf-blind individuals is crucial to help them communicate, access information, and live more independently. Deafblindness is a dual impairment that combines significant loss of vision and hearing, creating unique challenges in interacting with the environment and others.

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

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

PowerPoint Best Practices and Tools for Accessible Presentations: The PRATP provided training on best practices and tools for creating accessible virtual and face-to-face presentations. This training was delivered to personnel from the Puerto Rico Ombudsman for Persons with Disabilities and faculty members of the University of Puerto Rico’s Public Health Department. Key topics covered included accessible design and development principles, guidelines for accessible presentation delivery, techniques for incorporating captioning, alternative text (alt-text), and descriptive links. Additionally, follow-up technical assistance was offered to participants who expressed interest in Integrating accessibility into their courses, developing IT accessibility training materials, and modifying university policies and practices to enhance IT accessibility.

D. IT/Telecommunications Educational/Training Activity Performance Measure

IT/Telecommunications Educational/Training Activity Performance Measure
Outcome/Result From IT/Telecommunications Educational/Training Activities Received	Number
IT and Telecommunications Procurement or Dev Policies	28
Training or Technical Assistance will be developed or implemented	01
No known outcome at this time	02
Nonrespondent	10
Total	41
Performance Measure Percentage	70.7%
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	51%
Employment	14%
Health, Allied Health, Rehabilitation	07%
Community Living	23%
Technology (IT, Telecom, AT)	05%
Total	100%

B. Description of Technical Assistance

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

During this reporting period, the Puerto Rico Assistive Technology Program (PRATP) provided technical assistance to students and faculty from three engineering departments at the University of Puerto Rico. This initiative focused on designing, developing, and implementing accessible technologies for individuals with disabilities. This effort aimed to engage local talent in creating cost-effective solutions to address the primary needs of Puerto Ricans with disabilities and expand the capacity of PRATP’s state financing activities by integrating highly specialized human and technical resources into its services. These activities were carried out through PRATP’s Low-Cost Device Design and Development (LD3) program, which promotes innovative and affordable solutions to enhance accessibility and inclusion for individuals with disabilities.

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

During this reporting period, the Puerto Rico Assistive Technology Program (PRATP) provided technical assistance to staff from the Puerto Rico Governor’s Office for the recommendation, installation, configuration, and training in the use of assistive technologies for Sterling, a young individual with quadriplegia living independently in a public housing project on the west side of the Island. Sterling’s story gained widespread attention through local press and television, prompting the Governor’s Office to request PRATP’s assistance in identifying and implementing technologies to address three key areas: 1. Accessibility equipment, environmental control, and independent living technologies for his new accessible apartment. 2. Independent mobility and positioning equipment with alternate controls, such as a chin switch. 3. Alternate computer, smartphone, and tablet controls to support his studies at a local university. All recommended devices were acquired through collaboration with sev

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. During this period, an initiative was carried out targeting the Multipurpose Activity Centers for the Elderly (CAMPEA), community facilities managed by the Department of Family Affairs of the Government of Puerto Rico, which provide recreational, educational, and support services to older adults. Visits were made to four centers in Puerto Rico's underserved areas (Aguadilla, Santa Isabel, and the island municipalities of Culebra and Vieques). At each center, an awareness session was offered to educate participants about assistive technology (AT) basics and the services available through PRATP. Subsequently, the specific needs of each participant interested in receiving assistive technology services were gathered with the assistance of the centers' directors and social workers. As a result of this effort, several service requests emerged, mainly for device demonstrations and equipment reuse, aimed at a population categorized as “underserved.”

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	335	02	337
Family Members, Guardians and Authorized Representatives	348	01	349
Representative of Education	75	01	76
Representative of Employment	13	00	13
Representative of Health, Allied Health, and Rehabilitation	56	00	56
Representative of Community Living	79	00	79
Representative of Technology	01	00	01
Unable to Categorize	00	00	00
Total	907	04	911

Referral Types:

The data indicates that PRATP's outreach and dissemination efforts have significantly impacted the number of referrals to the program. This is evident in that 41.2% of individuals served came from referrals, making it the largest source of new users. Additionally, 23% of users learned about the program through the website and social media, highlighting the importance of an active digital presence. In-person outreach activities also played a key role, accounting for 20.5% of new users. Digital campaigns: Online platforms such as the PRATP website and social media are crucial strategies to reach a broad and diverse audience, offering accessible and cost-effective ways to share information. In-person activities: Informational booths and newspaper ads allow the program to build trust and connect directly with specific communities, particularly those with limited access to technology. Referral Network: Collaboration with other entities, such as rehabilitation agencies, educational institutions, and community organizations, has strengthened the referral process, likely due to their trust in PRATP's services.

Referral Sources:

The data showcases a diverse range of referral sources, reflecting PRATP’s extensive outreach efforts and integration into various networks and sectors. Key categories include: 1. Healthcare Providers: Referrals from healthcare professionals (e.g., practitioners in therapy fields, physicians, and audiologists) represent a significant portion of the referrals. Specific examples include hospitals like Menonita, Castañer, and Bayamón Regional and individual practitioners associated with programs like ALS clinics and therapy centers. 2. Educational Institutions and Staff: Teachers, professors, and educational institutions such as UPR campuses, PUCPR, and public schools are strong referral sources. Referrals often stem from educators’ familiarity with PRATP through training or professional collaboration. 3. Community-Based Organizations and Programs: Referrals from MAVI, SER de PR, La Fondita de Jesús, and DPI highlight the program's strong presence in community service networks. These organizations often interact with individuals needing assistive technology, making them valuable partners. 4. Government and Social Service Agencies: Offices like the ARV, municipal Citizen Assistance Offices, and social service programs (e.g., ASSMCA’s Proyecto Rescate and APS) frequently refer clients. These referrals underline the program’s collaboration with governmental entities to reach underserved populations. 5. Word of Mouth and Client Advocacy: Many referrals come from individuals with personal experience with PRATP, including family members, neighbors, and clients. This demonstrates trust and satisfaction with the program’s services.

Notes:

Coordination/Collaboration and State Improvement Outcomes

Overview of Coordination/Collaboration Activities

Outreach was conducted with the State Education Agency *

Yes

Was collaboration implemented? *

Yes

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?

PRATP conducted outreach to the Special Education Service Centers (Centros de Servicios de Educación Especial) of the Puerto Rico Department of Education (PRDE). Each center received printed materials about PRATP services, including an Assistive Technology (AT) Needs Screening Form. These materials aimed to raise awareness of PRATP services and facilitate identifying AT needs for students with disabilities. The Special Education Service Centers of PRDE play a critical role in providing specialized support to students with disabilities, ensuring they receive appropriate educational services, and supporting their access to resources, including AT. By equipping these centers with information and tools, PRATP fostered collaboration to enhance the identification and acquisition of AT solutions for students across Puerto Rico. This material will be distributed among PRDE Center visitors seeking services for students with disabilities. This initiative reflects PRATP's commitment to strengthening partnerships with federally funded agencies, as required by the AT Act and increasing access to AT devices and services for individuals with disabilities. As part of the Puerto Rico Department of Education’s (PRDE) process for identifying the needs of students with disabilities, PRATP will collaborate in developing and providing training focused on integrating assistive technology (AT) into developing independent living skills and employment readiness. This training is aligned with PRDE’s responsibilities to support transitioning students with disabilities into post-secondary education, employment, and independent living, as mandated by federal and local policies. The training will emphasize the critical role of AT in promoting self-sufficiency and job readiness, equipping educators and staff with the knowledge and tools to incorporate AT solutions into transition planning effectively. By addressing the unique needs of each student, this initiative helps ensure that AT is utilized as a key resource for fostering independence and facilitating meaningful employment opportunities for individuals with disabilities. This collaboration further reinforces PRATP’s mission to work alongside agencies, such as PRDE, to maximize access to and the effective use of AT in meeting the diverse needs of Puerto Rico's population.

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?

1. Barriers Identified: There is a lack specialized training for PRDE staff in identifying and customizing AT. There are challenges in tailoring AT to individual needs during transitions to independent living or employment. 2. Actions Taken: Develop a sketch of the training sessions for PRDE staff and the general public to raise awareness and provide practical AT knowledge. Include real-life case examples in training to demonstrate AT's work and daily living applications. Donations of unused AT equipment from PRDE to PRATP were added to the reuse inventory for refurbishment and redistribution. 3. Lessons Learned for Replication: Establish clear goals and roles for each partner. Implement streamlined procedures for referrals to PRATP services. Ensure consistent communication and outcome evaluation to monitor progress. 4. Impact of Collaboration: Enhanced awareness and understanding of AT among PRDE staff and the public. Increased access to refurbished AT devices for needy individuals, promoting sustainability and strengthening PRATP's role as a collaborator and ally, providing integrated AT support to more individuals. This partnership underscores the importance of coordinated efforts to address AT barriers and promote accessibility, independence, and improved quality of life for individuals with disabilities.

2.a Please include URL for initiative if available

N/A

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

Education, Transition (school to work or congregate care to community),

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

Training, Public Awareness,

Outreach was conducted with the Vocational Rehabilitation Agency *

Yes

Was collaboration implemented? *

Yes

Key Objectives and Strategies: 1. Empowering Professionals through Training: Initial Phase: Professionals from ARV centers in regions like Ponce, Caguas, and Arecibo participated in demonstrations of assistive technology tools, such as screen readers (e.g., JAWS) and video magnifiers. Training Programs: In 2024, 18 professionals received foundational training on JAWS, with plans for an intermediate-level course in 2025. This initiative ensures professionals gain the confidence to recommend and teach assistive technology to consumers effectively. 2. Raising Awareness and Facilitating AT Needs Identification: The distribution of printed materials, including an AT Needs Screening Form, helped ARV counselors and visitors become more familiar with PRATP services. Informational tables were set up at ARV centers, enabling rehabilitation counselors to understand how assistive technologies can enhance consumer independence and productivity. 3. Building a New Network of Resources: PRATP supports ARV in addressing a critical gap in trained personnel by equipping professionals with the skills to train consumers on AT. This collaboration aims to rebuild and expand ARV’s network of resources for blind individuals, ensuring sustainable service delivery aligned with ARV’s mission. Impact of the Initiative: 1. Consumer Empowerment: Demonstrations of AT tools have positively impacted consumers’ expectations for their educational and professional futures. These efforts provide consumers familiar with AT with updated knowledge of the latest tools, fostering greater independence and competitiveness. 2. Professional Development: By training professionals, PRATP is addressing the long-term need for a knowledgeable workforce capable of effectively supporting consumers in learning and using AT. This initiative ensures that AT is not only accessible but also utilized to its fullest potential by consumers. 3. Strengthened Partnership: This collaboration reinforces PRATP’s commitment to systemic change by aligning its vision with ARV’s goals. The partnership will continue through 2024-2025, with scheduled workshops and expanded training opportunities. Future Plans: 1. Intermediate JAWS Training: In 2025, PRATP will conduct a 16-hour intermediate-level workshop for six professionals, focusing on advanced screen reader functionalities. Sustainability: By building ARV’s capacity to train consumers, PRATP ensures that blind individuals can access critical tools for academic and professional success. 2. Continued Collaboration: The initiative represents a broader commitment to fostering partnerships with federally funded agencies, enabling systemic improvements in AT accessibility.

1. Measurable Results: 1. 18 professionals trained in JAWS basics, with plans for intermediate training. 2. Demonstrations and training impacted professionals and consumers, improving confidence in AT recommendations. 3. ARV can contract PRATP services for AT training, expanding access to tools like screen readers and video magnifiers. 2. Changes in Access to AT: 1. Increased availability of trained professionals capable of providing AT training. 2. Greater awareness among ARV counselors and visitors, leading to improved identification and acquisition of AT solutions. 3. Changes in Awareness: Informational materials and interactions at ARV centers raised awareness among professionals and consumers about AT’s potential. 4. Program Reach: Expanded reach to multiple ARV regions, including Ponce, Caguas, and Arecibo, increasing the PRATP footprint statewide. Factors for Success: 1. Strong collaboration with ARV and alignment of missions. 2. Targeted training to address skill gaps in professionals. 3. Hands-on demonstrations showcasing AT impact. Opportunities for Improvement: 1. More consistent follow-up with trained professionals to ensure implementation. 2. Broader outreach to include additional professionals in future training phases. Sustainability and Replication: 1. Continuity: The initiative will continue into 2024-2025, with scheduled intermediate-level workshops and expanded efforts. Replication Advice: 1. Focus on partnerships with agencies sharing similar missions, tailor training to regional needs, and provide hands-on exposure to AT. 2. Maintain consistent communication and evaluate outcomes regularly.

2.a Please include URL for initiative if available

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

Employment, Transition (school to work or congregate care to community),

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

Technical Assistance,

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

As part of PRATP's outreach efforts, informational materials detailing the program's services were distributed to each agency's offices on the island. A Needs Assessment Screening Form for AT was included to help identify specific AT-related needs for individuals or groups. The decision not to establish a collaborative agreement with the Office od the Ombudsman for the Elderly (OPPEA) this year was primarily based on a strategic prioritization of efforts.

Outreach was conducted with the Medicaid Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

As part of PRATP's outreach efforts, informational materials detailing the program's services were distributed to the metro area agency's offices on the island. A Needs Assessment Screening Form for AT was included to help identify specific AT-related needs for individuals or groups. The decision not to establish a collaborative agreement with the Department of Health (which manages Medicaid in Puerto Rico) this year was primarily based on a strategic prioritization of efforts.

Additional Coordination/Collaboration activities

A. Coordination/Collaboration

To collaborate in the development of assistive technologies for rehabilitation. Through this agreement, college students from UPR Mayagüez and Bayamon work on assistive technology projects that seek to improve the quality of life of people with disabilities.

Impact of Rehabilitation Technology Projects 1. Academic Participation and Collaboration: Student: 47 in the first and 44 in the second periods participated in projects integrating technology and rehabilitation. Faculty: 2 engineering professors led the projects at UPR-Mayagüez and UPR-Bayamón. 2. Selected Projects: First period: 15 projects selected. Second period: 14 projects worked on. Total: 29 projects focused on improving the quality of life of people with disabilities. 3. Types of Technologies Developed: Single-switch Morse code interface; piano benches with stand-up assistance mechanism; propulsion systems for kayaks and adapted bicycles; voice-activated automatic bed control devices; ultrasonic navigation aids for blind people; head-controlled telepresence systems; physical assistance devices such as vibrating platforms and ball launchers; 4. Key Results: Developing customized, low-cost technologies for users with disabilities. Increased practical learning of students in the design and implementation of assistive technology solutions. Strengthened collaboration between PRATP and the engineering departments of UPR-Mayagüez and UPR-Bayamón. 5. Sustainability: These projects demonstrate a replicable model for integrating technology, rehabilitation, and academic education. The collaboration between PRATP and universities will continue to foster innovations in the field of assistive technology.

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

Education;

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

State Financing; Technical 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?

Additional And Leveraged Funds

A. Leveraged Funding for State Plan Activities

Fund Source	Amount	Use of Funds	Data Reported
State Appropriations	$50,000	Public Awareness, I&A	True
Private	$1,516	State Financing	True
State Appropriations	$15,000	Technical Assistance	True
State Appropriations	$20,000	State Financing	True
State Appropriations	$55,000	Training	True
State Appropriations	$25,000	Device Loan	True
State Appropriations	$45,000	Reuse	True
State Appropriations	$30,000	Demonstration	True
	Amount: $241,516

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.

The status of these funds at the end of the FY24 (September 30, 2024) is as follows: (Check one) We did not utilize this funding in FY22, FY23 or FY24
We already expended the full award amount and reported associated data in the FY22 and/or FY23 APR
We expended some OR all this funding in FY24 (please complete the section below)

Please report the amount expended (drawn down and liquidated) in this reporting period, FY24:

$0.00

Please report the number of Full Time Equivalent (FTE) positions this funding supported by type. This can be a direct employee FTE or contractual FTE.

Type of FTE Position	FTE Positions (0.01 to 9.99)
Assistive Technology Specialist	0.00
Information and Assistance Specialist	0.00
Outreach and Awareness Specialist	0.00
Training Specialist	0.00
Health Care Professional (includes PT, OT, SLP)	0.00
Accessibility Expert	0.00
Policy Expert	0.00
Technology Expert (Digital Divide, Mobile Tech)	0.00
Program Manager	0.00
Other positions needed to advance public health and prevent, prepare for, and respond to COVid-19 (describe with narrative field required)	0.00

Please describe the activities of the above FTE and how such activities advance public health.

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).