National Assistive Technology Act Data System

Annual Progress Report - Full Report

Back to state program information page

Tennessee 2024

General Information

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

State AT Program Title:

Tennessee Technology Access Program

State AT Program Title:

State AT Program URL

https://www.tn.gov/humanservices/ds/ttap.html

Mailing Address:

505 Deaderick St., James K. Polk Building, 15th Floor

City:

Nashville

State:

Zip Code:

37243

Program Email:

TN.TTAP@tn.gov

Phone:

615-313-5183

TTY:

Lead Agency

Agency Name:

Tennessee Department of Human Services

Mailing Address:

505 Deaderick St., James K. Polk Building

City:

Nashville

State:

Zip Code:

37243

Program URL:

http://tn.gov/humanservices

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):

Kimberly Lilley

Title:

Executive Director

Phone:

615-532-4103

E-mail:

kim.lilley@tn.gov

Program Director at Lead Agency (last, first):

Kevin Wright

Title:

Assistant Commissioner, Div of Rehab Services

Phone:

615-741-3599

E-mail:

kevin.r.wright@tn.gov

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):

Kimberly Lilley

Title:

Executive Director

Phone:

615-532-4103

E-mail:

kim.lilley@tn.gov

State Financing

Did your approved state plan for this reporting period include any State Financing?

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?

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?

D. Anecdote

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	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%

F. Customer Satisfaction

Satisfaction
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%

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	00
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	752
C. Total	752

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	752

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	Total Estimated Current Purchase Price	Total Price for Which Device(s) Were Exchanged	Savings to Consumers
Vision	$0	$0	$0
Hearing	$0	$0	$0
Speech Communication	$0	$0	$0
Learning, Cognition and Developmental	$0	$0	$0
Mobility, Seating and Positioning	$0	$0	$0
Daily Living	$0	$0	$0
Environmental Adaptations	$0	$0	$0
Vehicle Modification & Transportation	$0	$0	$0
Computers and Related	$0	$0	$0
Recreation, Sports and Leisure	$0	$0	$0
Total	$0	$0	$0

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	134	$87,140	$0	$87,140
Hearing	03	$1,299	$0	$1,299
Speech Communication	15	$848	$0	$848
Learning, Cognition and Developmental	81	$8,454	$0	$8,454
Mobility, Seating and Positioning	265	$131,525	$0	$131,525
Daily Living	411	$92,544	$0	$92,544
Environmental Adaptations	09	$564	$0	$564
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	251	$31,464	$0	$31,464
Recreation, Sports and Leisure	48	$3,824	$0	$3,824
Total	1,217	$357,662	$0	$357,662

D. Anecdote

One grassroots method TTAP uses to acquire items for the reutilization program and connect with those in need involves personal connections on neighborhood social media and through Buy Nothing Facebook groups. The TTAP Executive Director often connects with those in her local neighborhood group to offer resources and reutilized equipment. An individual in the neighborhood posted about Jimmy, an unhoused gentleman in desperate need of a new wheelchair. The TTAP Executive Director was tagged in the post by someone she had not even met as a possible resource to assist. She connected with the original poster to gather details about the need and possible ways to reach Jimmy as he had no phone or specific location. She and others watched for him over the next couple of weeks to pass along a wheelchair, but he was not seen in usual locations. Two weeks passed and she saw a post in a But Nothing group offering durable medical equipment on the opposite side of town on a Sunday afternoon. When she shared about TTAP''s reuse program and offered to pick up the items if not needed directly by someone else, it was requested she go ahead and pick up the items. With the quick unplanned drive across town and back, she pulled into a gas station when the gas light came on. While pumping gas, she notices a man sitting in a wheelchair at the edge of the parking lot. The rear wheels had no tires. A front caster was missing, and the overall condition of the chair was unsteady. After pumping gas, she approached the gentleman providing her first name and asked if he would share his. His name was Jimmy! It turned out to be the exact person she had been seeking. After a conversation and offer of a wheelchair, she made a quick trip to the storage unit and returned with a new wheelchair for Jimmy,

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.	119	24	539	682
2. AT was only available through the AT program.	07	05	25	37
3. AT was available through other programs, but the system was too complex or the wait time too long.	01	05	21	27
4. Subtotal	127	34	585	746
5. None of the above	02	00	04	06
6. Subtotal	129	34	589	752
7. Nonrespondent	00	00	00	00
8. Total	129	34	589	752
9. Performance on this measure	98.45%	100%	99.32%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	741	98.54%
Satisfied	10	1.33%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	01	0.13%
Total Surveyed	752
Response rate %	99.87%

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)	126
Serve as loaner during service repair or while waiting for funding	12
Provide an accommodation on a short-term basis for a time-limited event/situation	23
Conduct training, self-education or other professional development activity	02
Total	163

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	112	30	142
Family Members, Guardians, and Authorized Representatives	01	05	06
Representative of Education	03	01	04
Representative of Employment	00	00	00
Representatives of Health, Allied Health, and Rehabilitation	08	01	09
Representatives of Community Living	02	00	02
Representatives of Technology	00	00	00
Total	126	37	163

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	30

D. Types of Devices Loaned

Types of Devices Loaned
Type of AT Device	Number of Devices
Type of AT Device	Desicion-making	All other Purposes	Total
Vision	65	14	79
Hearing	10	00	10
Speech Communication	19	01	20
Learning, Cognition and Developmental	02	00	02
Mobility, Seating and Positioning	06	09	15
Daily Living	22	03	25
Environmental Adaptations	00	00	00
Vehicle Modification and Transportation	00	01	01
Computers and Related	34	11	45
Recreation, Sports and Leisure	39	11	50
Total	197	50	247

E. Anecdote

The Tennessee Technology Access Program (TTAP) partner assistive technology (AT) center met with Ms. M, a 95-year-old woman in Southeast TN who is hard of hearing. She wanted to try out a device to alert her to various sounds at her home to help maintain her safety and independence. She borrowed a Clarity AlertMaster from the AT center. The Alertmaster flashes a table lamp when someone rings her doorbell or when her alarm goes off. In addition to flashing a light, the AlertMaster vibrates a shaker that can be placed under a seat cushion or a pillow. During the loan period, these visual and tactile alerts helped her know when someone was at her door or when she needed to wake up. She determined by borrowing this system that it would allow her to maintain independence and improve safety in her home, with options to expand to additional alerts and notifications.

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	13	11	86	110
Decided that an AT device/ service will not meet needs	02	02	11	15
Subtotal	15	13	97	125
Have not made a decision	00	00	01	01
Subtotal	15	13	98	126
Nonrespondent	00	00	00	00
Total	15	13	98	126
Performance on this measure	100%	100%	98.98%

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.	05	01	16	22
2. AT was only available through the AT program.	02	01	07	10
3. AT was available through other programs, but the system was too complex or the wait time too long.	02	01	01	04
4. Subtotal	09	03	24	36
5. None of the above	00	00	01	01
6. Subtotal	09	03	25	37
7. Nonrespondent	00	00	00	00
8. Total	09	03	25	37
9. Performance on this measure	100%	100%	96%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	147	90.18%
Satisfied	10	6.13%
Satisfied somewhat	05	3.07%
Not at all satisfied	01	0.61%
Nonrespondent	00	0%
Total Surveyed	163
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	403
Hearing	16
Speech Communication	36
Learning, Cognition and Developmental	23
Mobility, Seating and Positioning	06
Daily Living	33
Environmental Adaptations	05
Vehicle Modification and Transportation	00
Computers and Related	50
Recreation, Sports and Leisure	04
Total # of Device Demonstrations	576

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	561	07	568
Family Members, Guardians, and Authorized Representatives	08	200	208
Representatives of Education	04	26	30
Representatives of Employment	01	00	01
Health, Allied Health, Rehabilitation	00	08	08
Representative of Community Living	02	03	05
Representative of Technology	00	00	00
Total	576	244	820

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	64
Service Provider	76
Vendor	141
Repair Service	00
Others	12
Total	293

D. Anecdote

A 74-year-old man residing in Southeast TN sustain a stroke, limiting his speech to one-word phrases. As he was then living in an assisted living facility, the speech language pathologist contacted the TN Technology Access Program (TTAP) partner assistive technology (AT) center serving that area to schedule a demonstration of various types of Alternative and Augmentative Communication (AAC) technology that would allow him to express his wants, needs, and other relevant information more effectively. One of the AT Professionals demonstrated various technologies to him, including a GoTalk and several communication apps on an iPad. Through the demonstration, the individual successfully selected a solution he found to be most helpful to meet his communication needs. The AT Professional subsequently provided additional training and a loaner iPad with the chosen app and until his funding source could purchase it for him.

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	50	28	440	518
Decided that an AT device/ service will not meet needs	01	01	22	24
Subtotal	51	29	462	542
Have not made a decision	04	05	24	33
Subtotal	55	34	486	575
Nonrespondent	00	00	01	01
Total	55	34	487	576
Performance on this measure	92.73%	85.29%	94.87%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	714	87.07%
Satisfied	74	9.02%
Satisfied somewhat	29	3.54%
Not at all satisfied	03	0.37%
Nonrespondent	00	0%
Total	820
Response rate %	100%

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.	124	25	555	704
2. AT was only available through the AT program.	09	06	32	47
3. AT was available through other programs, but the system was too complex or the wait time too long.	03	06	22	31
4. Subtotal	136	37	609	782
5. None of the above	02	00	05	07
6. Subtotal	138	37	614	789
7. Nonrespondent	00	00	00	00
8. Total	138	37	614	789
9. Performance on this measure	96.38%	83.78%	95.6%	95.18%
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	63	39	526	628
Decided that an AT device/ service will not meet needs	03	03	33	39
Subtotal	66	42	559	667
Have not made a decision	04	05	25	34
Subtotal	70	47	584	701
Nonrespondent	00	00	01	01
Total	70	47	585	702
Performance on this measure	94.29%	89.36%	95.56%	95.01%
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	97.81%	95%	Met
Response Rate	99.94%	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	260
Family Members, Guardians and Authorized Representatives	41
Representatives of Education	231
Representatives of Employment	01
Rep Health, Allied Health, and Rehabilitation	35
Representatives of Community Living	07
Representatives of Technology	02
Unable to Categorize	78
TOTAL	655

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
564	64	27	655

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	414
AT Funding/Policy/ Practice	00
Combination of any/all of the above	65
Information Technology/Telecommunication Access	03
Transition	173
Total	655

C. Description of Educational/Training Activities

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

A Tennessee Technology Access Program’s partner assistive technology (AT) center hosted the 9th annual ChatterCamp. During this week-long program is designed for children who are non-verbal and rely on Augmentative and Alternative Communication (AAC) devices to communicate, the AT Professional work on intensive yet fun training opportunities with the participants. Many of the students usually receive limited AAC training, often just a few minutes each week. They are often the only users of these devices in their schools, which can be isolating. However, every participant at ChatterCamp uses an AAC device. This creates an environment where peer interaction and modeling combine to foster significant progress. The camp focuses on helping children make strides toward becoming effective communicators engaged in meaningful conversations as well and expressing their wants, needs, and thoughts. Every step these children take towards effective communication help them prepare to become an agent for their own care while enhancing independence and socialization later in the future. Twenty students participated in ChatterCamp this year. The theme of the camp was "Being a De”Talk”tive," where participants searched for clues and solved puzzles while learning how to use their devices. The AT professionals provided the training in a fun and creative manner leading to more effective use of their devices as the week progressed. The week proved to be an enriching experience for both the children and their families, marking another successful chapter in the camp’s history.

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

The Tennessee Technology Access Program (TTAP) partner assistive technology (AT) center staff conducted a training at the annual Tennessee Association for Assistive Technology (TAAT) conference. The session “Where to Go from Here: Assistive Technology for Transition” conducted by the AT Professionals addressed audience members such as educators, allied health professionals, families, and individuals with disabilities. The goals of the training were as follows: • Discover post-secondary transition resources • Identify three (3) devices that can be used in an educational or workplace setting • Recognize three (3) applications that can be utilized in an educational or workplace setting The training format included a PowerPoint, question and answer, and group discussions, and the exploration of features and benefits of a variety of assistive technologies relevant to transition. AT relevant to physical, vision, hearing, cognitive, and communication challenges were included in the opportunity. The session provided the participants with knowledge of devices and resources to implement a smooth transition into a post-secondary education or workplace setting.

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

The Tennessee Technology Access Program (TTAP) partner assistive technology (AT) center’s AT Services team conducted an introduction ICT training session for the staff at the Disability Resource Center (DRC) in Knoxville. To establish a foundation for learning, the training began with a general introduction of AT services offered by the AT center to highlight how these resources could be integrated into DRC's operations for improving service delivery for individuals with disabilities. A transition was made to training on core content related to the critical need for accessible media. The AT center team introduced a variety of free tools and resources, which included: • Color contrast checkers to ensure readability for individuals with visual impairments • Reading level analysis tools to improve the accessibility of text content • A demonstration on how to use the accessibility checker built into Microsoft Office to identify and address potential accessibility issues in documents. Key Resources Shared During ICT Training: 5. Accessible Forms: • Adobe's Guide on Creating Accessible Forms: A detailed how-to guide for using Dreamweaver to create accessible forms. • Accessify Quick Form Builder: Combines a form builder and element generator for creating accessible forms quickly. 6. Accessible PDFs: • Adobe's Best Practices for Accessible PDFs: A guide on how to ensure PDFs are accessible to all users. • U.S. Department of Health and Human Services Instructions: Step-by-step instructions for creating accessible PDFs. 7. Accessible Tables: • Accessify Table Builder: A tool that simplifies the creation of accessible tables using a guided wizard. 8. Using Plain Language: • PlainLanguage.gov: A resource offering guidelines, examples, and a checklist for writing in plain language. • National Institutes of Health Plain Language Training: Free online training on how to use plain language in documents. 5. Microsoft Accessibility Checker: The training also covered how to use the Microsoft Accessibility Checker to evaluate and improve the accessibility of documents created in Microsoft Office programs. The checker provides recommendations for enhancing accessibility, such as ensuring proper use of headings, alternative text for images, and checking contrast ratios. • Microsoft Support: Accessibility Checker: A comprehensive guide to improving document accessibility using the built-in accessibility tools in Microsoft Office. The ICT training equipped the DRC staff to create accessible content and ensure that their communication materials are inclusive to all individuals. This training exemplifies how technology and knowledge sharing can help bridge accessibility gaps and enhance the effectiveness of services for people with disabilities.

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	03
Training or Technical Assistance will be developed or implemented	00
No known outcome at this time	00
Nonrespondent	00
Total	03
Performance Measure Percentage	100%
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	49%
Employment	09%
Health, Allied Health, Rehabilitation	04%
Community Living	18%
Technology (IT, Telecom, AT)	20%
Total	100%

B. Description of Technical Assistance

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

The TN Technology Access Program (TTAP) and partner assistive technology centers strive to reach new areas related to assistive technology and accessibility. The Miss Tennessee Volunteer pageant is a statewide non-profit organization that is a service-oriented scholarship program designed to empower young women through education and opportunity. The annual pageant is held at Carl Perkins Civic Center in Jackson, TN, where the organization is based. The pageant system includes several categories, including the Iris Princess division for participants 6-10 years old. Participation in this division includes a variety of activities such as a choreographed dance routine and an evening gown competition. The recent pageant included a 10-year-old with Dandy Walker syndrome, which causes visual impairment and hearing impairment. This prompted the pageant coordinator to reach out to the partner AT center for technical assistance related to accessibility of the pageant activities. The AT center’s

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

The Tennessee Technology Access Program (TTAP) partner assistive technology (AT) centers conduct a variety of technical assistance activities in the communities they serve. The AT center in West TN was contacted by Disability Connection Midsouth for assistance in their efforts related to transition. The Disability Connection Midsouth connects individuals with disabilities and their families to training, resources, support, advocacy, and transition services. They support individuals within the community as well as individuals transitioning to employment status within their organization. Collaboration between the organizations allowed the AT center to offer technical assistance regarding accessibility for software used within the organization. Some of the challenges became apparent when the transition to employment at the organization for individuals with vision loss. The AT center’s Certified Assistive Technology Instructional Specialist (CATIS) met with the CEO of the organization and

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. A Tennessee Technology Access Program (TTAP) partner assistive technology (AT) center participated as exhibitors at the Upper Cumberland 2023 Senior and Caregiver Expo in Cookeville, TN. The AT Specialists engaged with approximately 375 individuals including senior citizens, family members, caregivers, and organizations serving senior citizens across Tennessee. Attendees were eager to explore low-tech solutions to make daily life easier at home, such as aluminum reachers and jar openers. A range of low to high tech AT devices displayed at the exhibitor table included but were not limited to a high-contrast large key keyboard, a steady spoon to assist with tremors, an ergonomic computer mouse, a trackball, a sock aid, a Braille device, OrCam MyEye, and Nara 5. Several participants expressed how the AT center's services could benefit themselves or their loved ones. Many also shared personal stories about how assistive devices had already made a positive difference in their lives, whether temporarily or long-term. One notable interaction involved a woman seeking assistance for her uncle who is deaf and had received a Telecommunications Devices Access Programs (TDAP) phone with captions but was unsure how to set it up. Contact information was provided to allow the AT center to follow up with the individual to provide the necessary assistance with the device. Additionally, attendees received handouts providing detailed information about the TTAP program and the range of services offered by the AT center. The event served aa valuable opportunity to raise awareness about assistive technology and connect individuals with the resources available to help improve their daily lives.

2. TTAP conducted the annual Resource Ability Assistive Technology Access Fair in October of 2023 in an effort to enhance exposure to assistive technology to consumers, Vocational Rehabilitation staff, employers, educators, and other members of the community. The event consisted of keynote speaker Sam Seavey of The Blind Life. As an individual with a visual impairment, he shared from his personal experience as well as professional expertise in the world of assistive technology. Sam's background includes collaboration with large corporations regarding accessibility, the establishment of The Blind Life YouTube channel and podcast, and direct services to individuals with vision loss. The approximately 300 participant at the event then had the opportunity to engage with over 25 assistive technology and related services exhibitors. Exhibitors addressed the range of assistive technology areas, including communication, vision, hearing, mobility, and more.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	831	77	908
Family Members, Guardians and Authorized Representatives	163	46	209
Representative of Education	64	05	69
Representative of Employment	35	02	37
Representative of Health, Allied Health, and Rehabilitation	43	19	62
Representative of Community Living	22	08	30
Representative of Technology	03	01	04
Unable to Categorize	01	00	01
Total	1,162	158	1,320

Referral Types:

During the reporting period, more individuals have reported connecting with TTAP resources as a result of the state AT website or other AT website in previous years. TTAP has worked to update basic contact on the state website and continues to share the info with partners and organizations to include when applicable with their customers. TTAP has worked with partner AT centers to increase references to their own websites and encourages links to information via their social media resources to help drive more referrals and access to information. The continued networking with local organizations within their respective communities and fostering relationships in another aspect of building referrals. The largest connection for referrals remains previous program participants, a testament to the services provided.

Referral Sources:

Through the most recent reporting period, a significant increase in the I&A referrals occurred as a result of in-person outreach activities. The number increased by over 700% compared to the number of referrals generated through this means in the prior year. While it is not the largest overall resource for referrals, the marked increase indicates the return to more in-person events post-COVID has increased awareness about TTAP programs and it a vital avenue to pursue directly and through partner AT centers. Overall, AT program customer and self-referrals remain the highest source of referrals to TTAP I&A services. This is highly attributed to the customers who have received services directly or for members of their family sharing the information about TTAP.

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?

The TN Department of Education (DOE) has a separate grant related to assistive technology known as the AT Project that is operated through a contractor (TN Educational Cooperative) not associated with TTAP and its contractors. During the past year, the grant manager at the TN DOE has changed twice and the lead at the contracted agency has changed. Communication has occurred regarding collaboration and partnership activities, with the initial focus area of interest related to transition. A TTAP contractor collaboratively presented with the TN Educational Cooperative as part of the Transition TN Academies held across the state over the summer. Information regarding TTAP services is provided when the contractor completes presentations. The DOE AT Project focuses primarily on capacity building rather than direct AT demonstrations or assessments. The AT Project does include a loan library. However, the loan library works directly with schools. The DOE AT Project provides information related to TTAP to assist in direct demos or loans for use outside of the school system, working directly with families when contacted.

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?

No additional funding has been provided, as the work completed by the TN DOE contractor was provided directly to the contractor. Efforts continue to be made regarding the partnership, particularly as the direction of their project has settled regarding leadership. Some challenges have occurred in the collaboration with the changing project leadership and the naming of the project. The naming of their grant project, the AT Project, was initially called the TN AT Project. This in combination with their loan program led to confusion across the state and beyond with TTAP based on the name. Information sharing, opportunities to co-present, and participation at area conferences targeting educators are enhancing the partnership and distinguishing the differences between the programs while sharing how they work together. Collaborative efforts will continue with the TN DOE AT Project as the grant continues over the next couple of years, with increased effort to enhance partnership activities through conversations at an agency level and with the assistance of the DHS Public Information & Legislative Office to enhance the opportunities.

2.a Please include URL for initiative if available

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

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

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

Device Loan, Demo, Reuse, Training, Information & Assistance, Public Awareness,

Outreach was conducted with the Vocational Rehabilitation Agency *

Yes

Was collaboration implemented? *

Yes

TTAP and the assistive technology (AT) services provided by Vocational Rehabilitation (VR) are tightly aligned for collaboration as both programs fall under the TN Department of Human Services – Divisional of Rehabilitation Services. The TTAP Executive Director additional help manage the VR AT services contract. Funding does not crossover between VR and TTAP services, but the closeness of programs does benefit customers with the access to AT devices and a breadth of expertise.

This ongoing relationship provides greater access to AT through the libraries of partners along with a wide array of expertise available from the providers spread across the state. With the statewide VR AT provider also being a TTAP partner center, the number of staff available to provide services is greater due to the funding available from both sources. This benefits both programs. The connection between the programs facilitates more streamlined access to loans and reutilized equipment to support VR customers while they are in training, waiting on equipment, or acquiring AT that does not fall under the parameters of VR purchases when it is available. No change is anticipated in the role between VR and TTAP.

2.a Please include URL for initiative if available

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

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

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

Device Loan, Demo, Reuse, Training, Information & Assistance,

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Yes

During this reporting period, the creation of a new department occurred designed to serve the aging and disability communities. The departments formerly known as the TN Department of Developmental Disabilities and the TN Commission on Aging & Disability have joined as a new agency known at the TN Department of Disability & Aging (DDA). As this is a new arrangement that was still settling with official implementation beginning July of 2024, connections are established but specific initiatives are not in place.

The TTAP Executive Director presented about AT and services at the annual Enabling Technology Summit coordinated by DIDD, prior to the official transition to the combined agency. The TTAP Executive Director co-chairs the Technology & Innovation Workgroup on the Employment 1st taskforce, which is coordinated through DDA. An Enabling Technology (ET) program was established under DIDD before becoming DDA and expanding to serve the aging population. With the overlap of AT and ET, the specific path of future collaboration is not yet known as the new agency refines its service delivery. TTAP has historically assisted individuals served under DDA for activities such as reutilization, often contacted directly through providers serving their customers and will continue to do so.

2.a Please include URL for initiative if available

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

Employment, Health, Aging,

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

Device Loan, Demo, Reuse, Training, Information & Assistance, Public Awareness,

Outreach was conducted with the Medicaid Agency *

Why was outreach not conducted? *

TennCare is the Medicaid implementing agency. Contacts and relationships have been established with many of the providers of the services for Medicaid recipients. TTAP has conducted with outreach to those who may work Medicaid recipients to increase awareness of services, such as participation in Adult Protective Services, Childcare, and Child Support educational opportunities, participation in the Statewide Coordinated Community Response (CCR), and other projects with the TN Department of Healt

Additional Coordination/Collaboration activities

A. Coordination/Collaboration

The TTAP Executive Director collaborates with the Department of Biomedical Engineering at Vanderbilt University. The TTAP Executive Director attends lab sections of the designated course to share about different types of toy adaptations and the important role access to toys plays in the lives of individuals with disabilities. The access to adapted toys helps children improve motor skills, facilitates opportunities for choice making, fosters opportunities for interactions with peers, serves as a method to help with language and communication development, and develop skills for potential long term use of switch-adapted assistive technology to control other aspects of their environment. These sessions serve as the introduction to the lab activities and instructions by the professor on the process of making a switch and adapting toys. The students learn technical engineering skills such as soldering and technical writing skills through their accompanying reports. Funding to cover the supplies and adapted toys is provided through the university.

As a result of this collaboration, the custom switches and toys are donated to TTAP. The items are used to expand items available in the demo, loan and reutilization programs. More than 80 switches and 80 toys were donated during the reporting time period. The students participating gained knowledge about disabilities and the various applications in engineering that can be explored to enhance lives of individuals with disabilities. This offers a new perspective as they continue their education and future careers, with the hope accessibility and inclusive design will be integrated in their work. Stemming from the series of labs, over 5 students who remained local over the summer volunteered as interns assisting with the local AT center partner with toy and other AT activities. This is a recurring event each semester, with the number of toys and switches received varying each semester based on the number of students and lab sections offered.

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

Recreation / Leisure;

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

Device Loan; Demonstration; Reuse;

A.2 Coordination/Collaboration (Entry 2)

The TN Technology Access Program (TTAP) partner assistive technology (AT) center serving Southeast TN began a collaborative partnership with McCallie School, a private boarding school in their area. Several student volunteers and adult chaperones worked with AT Professional and staff us twice per week. No additional TTAP funds were necessary for the initiative. The volunteer hours benefited the AT center with completed tasks.

The students helped with many smaller projects at the center that staff simply had not had time to address. They fixed several video magnifiers that were in for repair, repaired a table in their loan library, and helped get many of our DIY video magnifiers setup to be available for distribution. This collaboration increased the availability of AT available in the loan and reutilization programs. The additional items repaired or completed extended the reach of AT to additional individuals in need of the equipment. Incorporating students and teachers into these activities raised awareness about disabilities and AT, which in turn may bring more resources and equipment into the AT center through community connections. The plan is to continue the relationship with the school for future projects which may involve different students.

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

Community Participation and Integration; Aging;

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

Device Loan; Reuse;

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

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:

$48,872.00

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)	0.42
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.

The ARPA funds were utilized to hire a contract nurse to create and facilitate the Empower Health and Wellness Class and Self-Reflection Class at TRC-Smyrna. TRC-Smyrna is a state-operated training center providing career and technical education to individuals with disabilities to facilitate greater independence and competitive integrated employment in their local communities. Individuals from across the state have the opportunity to attend TRC-Smyrna, with access to dormitories to stay on campus when preferred. The nurse developed a curriculum to improve health literacy among individuals with disabilities. Topics included but were not limited to: Access to Medical Care, Nutrition, Fitness, Medication Safety and Administration, Mental Health Awareness and Management, Drug and Alcohol Awareness, Covid-19, “Is It an Emergency?”, Stress Management and Hygiene. The series of courses also offered opportunities to hear from community leaders and participate in hands-on trainings. The investment of this project prepared students to better manage their health, utilize available resources, and access community-based support, education, and training. Students gained knowledge on the use of assistive technology devices that may be necessary to manage medications, assist with hygiene, safely prepare nutritional needs and other health-related tasks. Student learned about using apps beneficial to making informed healthcare decisions upon graduation from TRC-Smyrna and re-entry into their communities. The tools and resources prepared and acquired as part of the project are available for continued use at TRC-Smyrna to share with future students and staff. The engagement with community agencies and organizations additionally provided an opportunity for others to learn about the services available to individuals with the disabilities at this location.

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).

The ARPA funds received an extension. The contracted position to fill this role was delayed and some unexpected time off was encountered. Additional activities occurred after September 30, 2024, and will continue until funds are expended.