National Assistive Technology Act Data System

Annual Progress Report - Full Report

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Arizona 2025

General Information

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

State AT Program Title:

Arizona Technology Access Program (AzTAP)

State AT Program Title:

State AT Program URL

http://aztap.org

Mailing Address:

300 West Clarendon Ave, Suite 475

City:

Phoenix

State:

Arizona

Zip Code:

85013

Program Email:

AskAzTAP@nau.edu

Phone:

602-728-9534

TTY:

Relay-711

Lead Agency

Agency Name:

Northern Arizona University - Institute for Human Development - Office of Sponsored Projects

Mailing Address:

NAU - IHD - OSP: Box 4130 (Science Annex Bldg. # 20, 4th Floor)

City:

Flagstaff

State:

Arizona

Zip Code:

86011

Program URL:

https://in.nau.edu/osp

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):

Clayton Guffey

Title:

AzTAP Program Director

Phone:

602-776-4699

E-mail:

Clayton.Guffey@nau.edu

Program Director at Lead Agency (last, first):

Kelly Roberts

Title:

Executive Director - IHD

Phone:

928-523-4982

E-mail:

Kelly.Roberts@nau.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):

Thomas Champagne, Jr.

Title:

Associate Vice President - Research

Phone:

928-523-4880

E-mail:

NAU-OSP@nau.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?

Yes

Loan Applications
	Metro RUCC 1-3	Non-Metro RUCC 4-9	Total
	Area of Residence		Total
Approved Loan made	17	00	17
Approved Not made	00	00	00
Rejected	04	01	05
Total	21	01	22

2. Income of Applicants to Whom Loans Were Made

Lowest/Highest Incomes
Lowest Income:	$2,076	Highest Income:	$180,070

Average Income
Sum of Incomes	Loans Made	Average Annual Income
$797,748	17	$46,926

Number and Percentage of Loans Made to Applicants by Income Range
	$15,000 or Less	$15,001- $30,000	$30,001- $45,000	$45,001- $60,000	$60,001- $75,000	$75,001 or More	Total
	Income Ranges						Total
Number of Loans	04	03	04	02	01	03	17
Percentage of Loans	23.53%	17.65%	23.53%	11.76%	5.88%	17.65%	100%

3. Loan Type

Loan Type
Type of Loan	Number of Loans	Percentage of loans
Revolving Loans	00	0%
Partnership Loans
Without interest buy-down or loan guarantee	00	0%
With interest buy-down only	00	0%
With loan guarantee only	17	100%
With both interest buy-down and loan guarantee	00	0%
Total	17	100%

Loan Type Summary
Type of Loan	Number of Loans	Dollar Value of Loans
Revolving Loans	00	$0
Partnership Loans	17	$109,650
Total	17	$109,650

4. Interest Rates

Interest Rates
Lowest	4.5%
Highest	4.5%

Interest Rate Summary
Sum of Interest Rates	Number of Loans Made	Average Interest Rate
77	17	4.52941176470588%

Number of Loans Made by Interest Rate
Interest Rate	Number of loans
0.0% to 2.0%	00
2.1% to 4.0%	00
4.1% to 6.0%	17
6.1% to 8.0%	00
8.1% - 10.0%	00
10.1%-12.0%	00
12.1%-14.0%	00
14.1% +	00
Total	17

5. Types and Dollar Amounts of AT Financed

Types and Dollar Amounts of AT Financed
Type of AT	Number of Devices Financed	Dollar Value of Loans
Vision	01	$353
Hearing	00	$0
Speech communication	00	$0
Learning, cognition, and developmental	09	$5,638
Mobility, seating and positioning	12	$18,586
Daily living	00	$0
Environmental adaptations	16	$53,307
Vehicle modification and transportation	07	$21,655
Computers and related	16	$10,111
Recreation, sports, and leisure	00	$0
Total	61	$109,650

6. Defaults

Defaults
Number Loans in default	04
Net loss for loans in default	$4,530

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?

Other: AzTAP & ATEI OA Data

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)	497
B. Non-Metro (RUCC 4-9)	0
C. Total Served	497

Performance Measure
D. Excluded from Performance Measure	491
E. Number of Individuals Included in Performance Measures	6

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

Data collected aggregately and individual client information was not provided. AzTAP six clients and ATEI 491 clients. All were listed as metro since that is where the vast majority reside. Clayton

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number of Devices Funded	Value of AT Provided
Vision	622	$1,471,948
Hearing	142	$215,272
Speech communication	2	$8,914
Learning, cognition, and developmental	114	$162,375
Mobility, seating and positioning	0	$0
Daily living	264	$267,678
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	0	$0
Recreation, sports, and leisure	1	$2
Total	1145	$2,126,189

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

Carol, a seating specialist with XYZ Mobility, referred a low-income client, Alfred, to the Arizona Loans for Assistive Technology (AzLAT) program . Carol and AzLAT had previously helped another client secure a mobility scooter co-pay when no other lender would provide assistance. Alfred’s situation was medically complex: he has a below-the-knee amputation on his right leg, a big toe amputation on his left foot, diabetes, anxiety, and additional health concerns. His family faced financial hardship, having lost their home and suffered credit damage after a property manager pocketed their rent payments. Alfred initially sought help with a power wheelchair copay to improve his mobility and transfers. During the evaluation, AzLAT staff found that Alfred could not properly use his prosthetic leg due to an ill-fitting sleeve and socket, which further affected his mobility and skin health. After consulting with Alfred and his wife, Jean, AzLAT recommended applying for a larger loan to cover both the wheelchair copay and the necessary prosthetic accessories. Despite limited income and past credit challenges, the couple qualified for the loan thanks to their low debt-to-income ratio. Alfred and Jean were impressed by the teamwork between AzLAT and XYZ Mobility and grateful to receive support. After going without a proper wheelchair and prosthetic accessories for an extended period, Alfred now has both, enabling him to move freely around his home, visit the grocery store, and walk his dog in the neighborhood.

Impact Area Education Employment Community Living

Through an interagency service agreement, the Institute for Human Development (IHD) at Northern Arizona University, in collaboration with the Arizona Rehabilitation Services Administration (AzRSA), launched the Assistive Technology for Employment & Independence (ATEI) program in July 2022. The program provides AT evaluations, device procurement, and hands-on training for RSA-referred clients to support employment and independent living goals. After a development period throughout most of 2023, ATEI became fully staffed and operational in early 2024. During this reporting year, the program delivered approximately 1138 AT devices valued at $2,112,130 to clients within the state RSA system, with this investment reported as a “state financing – other acquisition” activity in this APR. The establishment of ATEI has streamlined the process of delivering employment- and independent living-related AT devices and systems to RSA clients, ensuring timely access to the tools they need to achieve their goals.

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.	02	01	13	16
2. AT was only available through the AT program.	00	00	03	03
3. AT was available through other programs, but the system was too complex or the wait time too long.	00	01	02	03
4. Subtotal	02	02	18	22
5. None of the above	00	00	01	01
6. Subtotal	02	02	19	23
7. Nonrespondent	00	00	00	00
8. Total	02	02	19	23
9. Performance on this measure	100%	100%	94.74%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	12	2.33%
Satisfied	01	0.19%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	501	97.47%
Total Surveyed	514
Response rate %	2.53%

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	10
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	99
C. Total	109

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	109

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	02	$4,825	$33	$4,792
Hearing	00	$0	$0	$0
Speech Communication	00	$0	$0	$0
Learning, Cognition and Developmental	00	$0	$0	$0
Mobility, Seating and Positioning	02	$5,600	$200	$5,400
Daily Living	06	$200	$0	$200
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	10	$10,625	$233	$10,392

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	28	$46,403	$0	$46,403
Hearing	00	$0	$0	$0
Speech Communication	11	$69,088	$0	$69,088
Learning, Cognition and Developmental	05	$1,898	$0	$1,898
Mobility, Seating and Positioning	05	$21,304	$1,895	$19,409
Daily Living	27	$731	$70	$661
Environmental Adaptations	09	$1,335	$0	$1,335
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	18	$2,279	$705	$1,574
Recreation, Sports and Leisure	00	$0	$0	$0
Total	103	$143,038	$2,670	$140,368

D. Anecdote

An 82-year-old woman, living independently while her family resides out of state, recently attended one of AzTAP’s low vision workshops to learn about available services and explore potential support. During the workshop, she met with an assistive technology specialist (ATS) and shared that she is managing three chronic eye conditions: glaucoma, macular degeneration, and dry eye disease. Our ATS introduced her to AzTAP’s Assistive Technology Exchange program , which offers preowned and refurbished AT devices for purchase and, when available, donations to individuals with disabilities in need. After assessing her situation, our reuse services coordinator identified a refurbished video magnifier from our exchange program that could significantly improve her ability to manage daily tasks. We explained the device’s capabilities and features, and she immediately inquired about the cost. Video magnifiers can cost up to $4,000 depending on features; however, she could receive one as a donation through AzTAP if she completed a consultation and demonstrated that the device met her needs. Excited by this opportunity, she eagerly agreed to proceed. The reuse services coordinator assisted her in scheduling a consultation with our blindness and low vision ATS. During the appointment, she tested several magnification settings and contrast options, and within a short time, she was able to read fluently for the first time in years. Overcome with emotion, she remarked, “You have no idea how much this device will help me! I can now perform simple tasks like writing checks, reading my mail, and paying my bills—things that had become extremely challenging.” The impact was profound: the magnifier restored a vital level of independence and offered hope despite her advancing vision loss.

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.	24	02	70	96
2. AT was only available through the AT program.	03	00	09	12
3. AT was available through other programs, but the system was too complex or the wait time too long.	00	00	01	01
4. Subtotal	27	02	80	109
5. None of the above	00	00	00	00
6. Subtotal	27	02	80	109
7. Nonrespondent	00	00	00	00
8. Total	27	02	80	109
9. Performance on this measure	100%	100%	100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	108	99.08%
Satisfied	01	0.92%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	109
Response rate %	100%

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)	569
Serve as loaner during service repair or while waiting for funding	63
Provide an accommodation on a short-term basis for a time-limited event/situation	19
Conduct training, self-education or other professional development activity	68
Total	719

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	557	83	640
Family Members, Guardians, and Authorized Representatives	04	01	05
Representative of Education	05	23	28
Representative of Employment	00	00	00
Representatives of Health, Allied Health, and Rehabilitation	01	07	08
Representatives of Community Living	00	01	01
Representatives of Technology	02	35	37
Total	569	150	719

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	170	149	319
Hearing	47	40	87
Speech Communication	242	135	377
Learning, Cognition and Developmental	214	128	342
Mobility, Seating and Positioning	47	71	118
Daily Living	137	99	236
Environmental Adaptations	157	98	255
Vehicle Modification and Transportation	00	00	00
Computers and Related	243	89	332
Recreation, Sports and Leisure	78	80	158
Total	1,335	889	2,224

E. Anecdote

A school submitted a request to AzTAP for assistive technology to enable a student with low vision to fully participate in music class. Through discussions with the school, a tablet-based system was identified that allows students to enlarge sheet music and adjust color contrast to improve note recognition and accessibility. The system was provided on a 31-day loan, during which the student successfully performed alongside peers in the school band while independently reading the music. Following this positive outcome, purchase approval was secured through the Arizona Department of Education. The school has since expressed interest in acquiring additional systems to maintain access for this student and to extend the benefits to other students with similar 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	253	39	123	415
Decided that an AT device/ service will not meet needs	82	10	48	140
Subtotal	335	49	171	555
Have not made a decision	02	02	04	08
Subtotal	337	51	175	563
Nonrespondent	03	00	03	06
Total	340	51	178	569
Performance on this measure	99.41%	96.08%	97.71%

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.	11	03	19	33
2. AT was only available through the AT program.	60	09	40	109
3. AT was available through other programs, but the system was too complex or the wait time too long.	05	00	02	07
4. Subtotal	76	12	61	149
5. None of the above	00	00	01	01
6. Subtotal	76	12	62	150
7. Nonrespondent	00	00	00	00
8. Total	76	12	62	150
9. Performance on this measure	100%	100%	98.39%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	635	88.32%
Satisfied	67	9.32%
Satisfied somewhat	03	0.42%
Not at all satisfied	01	0.14%
Nonrespondent	13	1.81%
Total Surveyed	719
Response rate %	98.19%

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	28
Hearing	03
Speech Communication	255
Learning, Cognition and Developmental	00
Mobility, Seating and Positioning	22
Daily Living	60
Environmental Adaptations	09
Vehicle Modification and Transportation	00
Computers and Related	20
Recreation, Sports and Leisure	08
Total # of Device Demonstrations	405

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	288	113	401
Family Members, Guardians, and Authorized Representatives	111	376	487
Representatives of Education	02	22	24
Representatives of Employment	00	05	05
Health, Allied Health, Rehabilitation	03	512	515
Representative of Community Living	00	09	09
Representative of Technology	01	05	06
Total	405	1,042	1,447

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	259
Service Provider	44
Vendor	274
Repair Service	00
Others	17
Total	594

D. Anecdote

Arturo, a 38-year-old bilingual individual with a complete C5–C6 spinal cord injury, attended an AzTAP assistive technology demonstration with his mother and rehabilitation team to explore options for independent computer access and employment. Despite limited hand function, he was highly motivated to reduce reliance on physical devices. AzTAP showcased voice recognition software, built-in voice access, a head-mounted mouse, adaptive keyboards, and large pointing devices. His voice profile was configured, and he successfully practiced dictation and commands. Arturo valued the consistency of voice commands across his phone, PC, and software, and custom commands such as “mute” and “unmute” were added for convenience. While he found the trackball easy to use, he preferred voice control as his primary method. A critical milestone for him was upgrading his PC to support voice access. The session helped him overcome fine motor challenges and introduced efficient solutions for daily computer use. The occupational therapist will request loaner equipment for extended trials. Through AzTAP’s services, Arturo gained tools to enhance independence, support employment goals, and improve technology use, expressing gratitude for “showing him all the possibilities to operate the computer.”

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	01	26	361	388
Decided that an AT device/ service will not meet needs	02	01	14	17
Subtotal	03	27	375	405
Have not made a decision	00	00	00	00
Subtotal	03	27	375	405
Nonrespondent	00	00	00	00
Total	03	27	375	405
Performance on this measure	100%	100%	100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	1,340	92.61%
Satisfied	105	7.26%
Satisfied somewhat	02	0.14%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total	1,447
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.	37	06	102	145
2. AT was only available through the AT program.	63	09	52	124
3. AT was available through other programs, but the system was too complex or the wait time too long.	05	01	05	11
4. Subtotal	105	16	159	280
5. None of the above	00	00	02	02
6. Subtotal	105	16	161	282
7. Nonrespondent	00	00	00	00
8. Total	105	16	161	282
9. Performance on this measure	95.24%	93.75%	95.65%	95.39%
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	254	65	484	803
Decided that an AT device/ service will not meet needs	84	11	62	157
Subtotal	338	76	546	960
Have not made a decision	02	02	04	08
Subtotal	340	78	550	968
Nonrespondent	03	00	03	06
Total	343	78	553	974
Performance on this measure	99.41%	97.44%	99.27%	99.17%
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	99.74%	95%	Met
Response Rate	81.57%	90%	Not 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	391
Family Members, Guardians and Authorized Representatives	398
Representatives of Education	455
Representatives of Employment	301
Rep Health, Allied Health, and Rehabilitation	464
Representatives of Community Living	154
Representatives of Technology	127
Unable to Categorize	29
TOTAL	2,319

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
1,721	567	31	2,319

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	1,600
AT Funding/Policy/ Practice	112
Combination of any/all of the above	463
Information Technology/Telecommunication Access	78
Transition	66
Total	2,319

C. Description of Educational/Training Activities

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

As part of the Institute for Human Development 2025 Evidence for Success Disability Conference, AzTAP hosted a day-long preconference session in collaboration with PRC-Saltillo (a medical equipment manufacturer) that provided participants with an in-depth clinical understanding of the iOS features and settings that can be customized for clients using alternative access. This hands-on session focused on assessing a learner’s access skills using the Assessment of Learning Process and then applying appropriate settings adjustments. The training covered touch access, switch control, eye tracking, and head tracking. Participants earned continuing education credits. Twelve participants attended and rated the session an average of 3.86 out of 4.00 in overall satisfaction, offering positive feedback such as, “I loved the hands-on lab portions of this presentation!”

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

Several sessions at our Institute for Human Development 2025 Evidence for Success Disability Conference, focused specifically on transition. One of the most popular was “Free AI Tools to Empower Successful Transitions for Individuals with Disabilities,” part of the conference’s generative artificial intelligence (AI) strand. This session equipped parents, service providers, and educators with strategies to support individuals with disabilities as they move from school to employment. Participants explored evidence-based practices and free AI tools that promote successful transitions, emphasizing personalized supports, technology integration, and community collaboration. Drawing on more than 20 years of experience in special education and a decade of research on AI and extended reality (XR), the presenter highlighted findings from projects such as iKNOW, which uses XR scenarios to deliver individualized instruction. The session incorporated insights from over 100 national and international presentations on evidence-based practices for diverse learners, underscoring the importance of innovative, tailored tools to improve transition outcomes. This session, presented by Dr. Maggie Mosher, an assistant research professor at the University of Kansas specializing in AI and XR in education, drew a significant audience of 50 attendees. Participants reported high satisfaction, giving the session an overall rating of 3.94 out of 4.00 and offering enthusiastic comments such as, “Thank you so much! Phenomenal. I’m feeling so inspired :)” and “So appreciative of your info and the possibilities it brings kids.”

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

AzTAP partnered once again with GrackleDocs, a leader in accessibility, to offer Information Communication Technology (ICT) training in March 2025 through a Zoom webinar titled “Digital Accessibility: What It Is, Why It Matters, and How to Impact Change,” which drew 59 attendees. The session underscored the increasing reliance on digital environments—including learning management systems, digital textbooks, social media marketing, virtual events, and online collaboration—and posed the critical question of whether equity and inclusion for individuals with disabilities are being adequately addressed. With 19% of undergraduate students and 12% of graduate students identifying as having a disability, and laws surrounding digital access evolving rapidly, leaders must proactively integrate accessibility practices into their daily work. The webinar provided essential information and practical techniques that attendees could apply immediately to improve digital accessibility. Of those who participated, 18 reported attending to strengthen procurement or development policies and practices, another 18 planned to use the content to offer ICT-related training or technical assistance, and 23 were still determining their next steps at the time of reporting.

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	30
Training or Technical Assistance will be developed or implemented	23
No known outcome at this time	24
Nonrespondent	01
Total	78
Performance Measure Percentage	67.9%
ACL Target Percentage	70%
Met/Not Met	Not Met

E. Notes:

At AzTAP, we work diligently each year to meet the ICT performance measure. This year, our response rate was nearly 100%, and while twenty-four respondents selected “no known outcome at this time,” this reflects a reasonable and expected part of the process. Participants who are still considering how they will apply information from a training may not yet be able to report an outcome, and this response should be viewed as neutral rather than negative. Because of this, we were not able to meet the ACL Target Percentage; however, the results still demonstrate strong engagement and meaningful participation.

Technical Assistance

A. Frequency and Nature of Technical Assistance

Technical Assistance by Recipient Type
Education	25%
Employment	25%
Health, Allied Health, Rehabilitation	25%
Community Living	25%
Technology (IT, Telecom, AT)	00%
Total	100%

B. Description of Technical Assistance

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

AzTAP was contacted by the county’s Office of Preparedness and Response to assist resource centers in identifying low-tech assistive technology (AT) for communication during emergency response and sheltering. The goal was to find devices that required no maintenance or updates and were intuitive for shelter staff to use. AzTAP compiled a list of approximately 20 items, including descriptions, costs, and links for additional information, which helped the team select one primary device for all shelter facilities. In late fall 2024, the planning committee requested an in-person training on the operation and features of this device. Two AzTAP AT specialists conducted the onsite training in December and provided follow-up resource materials. Subsequent follow-up confirmed that the group felt prepared, and the technical assistance project was successfully closed.

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

AzTAP did not conduct a TA activity related to transition during this reporting period. While we consistently engage in outreach and assess needs for TA in this area, there was no expressed interest or requests over the past year. In the coming year, we plan to expand outreach efforts to identify potential recipients-such as schools, agencies, or community organizations-and deliver a TA transition activity or training. In addition, we will be working closely with the Transition and Postsecondary Programs for Students with Intellectual Disabilities for which IHD is funded by the US Department of Education to support transition.

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. Our most significant public awareness event this reporting year was AzTAP’s participation in the annual Abilities Expo in Phoenix, held over three days in September. We hosted a 20’ x 20’ booth featuring 25 of our most popular assistive technology devices across all categories—including the UpLyft lifting system and an adaptive gaming setup. In addition, we provided information about our programs and services and answered attendee questions about assistive technology. Each full-time staff member worked two days, and our part-time staff member worked one day. Interaction tallies were Friday – 188, Saturday – 264, Sunday – 96, for a total of 548 contacts. The Abilities Expo generously provides booth space to AzTAP at no cost, making this an outstanding and cost-effective opportunity to promote our programs and services, offer hands-on experiences with AT devices, and educate attendees on the benefits of assistive technology. We will begin the registration and contract approval process soon to secure participation again in 2026.

2. AzTAP is proud of its comprehensive public awareness strategy, which promotes our programs and services while increasing understanding of assistive technology (AT) and its benefits. During this reporting period, AzTAP conducted seventy-eight public awareness outreach events and activities to share information about our programs, services, and assistive technology. We also hosted our annual statewide Evidence for Success Disability Conference in collaboration with the Institute for Human Development at Northern Arizona University (NAU-IHD), the Arizona Department of Education, the Arizona Developmental Disabilities Planning Council, and the Rehabilitation Services Administration. This conference brought together more than 600 participants, including exhibitors, community members, students, and volunteers. AzTAP also follows a comprehensive communication and outreach strategy that includes three annual virtual trainings on innovative assistive technology devices, one virtual training on Information Communication Technology (ICT), three email newsletters featuring program updates, new devices in our inventory, and client success stories, along with active engagement on social media platforms. We also participate in several regular popular community events annually, but we prioritize outreach that reaches new or underserved populations. In February 2026, AzTAP will participate for the first time in a Down Syndrome Conference in Phoenix, where we are registered to host an information table and connect with attendees. Overall, this year our public awareness efforts reached more than 12,000 people.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	342	62	404
Family Members, Guardians and Authorized Representatives	199	27	226
Representative of Education	16	00	16
Representative of Employment	08	00	08
Representative of Health, Allied Health, and Rehabilitation	62	06	68
Representative of Community Living	32	06	38
Representative of Technology	24	02	26
Unable to Categorize	16	01	17
Total	699	104	803

Referral Types:

During this reporting period, AzTAP conducted 78 public awareness outreach events and activities to share information about our programs, services, and assistive technology. These efforts included our annual conference which brought together more than 600 participants, including exhibitors, community members, students, and volunteers . AzTAP follows a comprehensive communication and outreach plan that includes three virtual trainings each year on innovative assistive technology, one virtual training on Information Communication Technology (ICT), regular email newsletters featuring program updates, and active engagement on social media. In addition to attending popular community events annually, we prioritize participation in activities that reach new or underserved populations. Overall, all our public awareness efforts reached more than 12,000 people.

Referral Sources:

During this reporting year, AzTAP’s top five referral sources were past AT Program customers (20%), healthcare professionals such as occupational, physical, and speech-language therapists (16%), online non-AT Act program resources (12%), general disability service organizations (9%), and other community organizations (8%). Together, these sources accounted for 65% of all referrals, representing two-thirds of the customers who sought AzTAP’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?

Since 2006, AzTAP has partnered with the Arizona Department of Education – Exceptional Student Services (ADE-ESS) to operate the ADE Assistive Technology (AT) Short Term Loan program for all public and charter schools in Arizona. The program provides a wide range of AT devices, equipment, software, and professional development materials to school personnel at no cost, enhancing access to AT for students with disabilities. ADE-ESS funds all program expenses, including a full-time staff member, AT device purchases, travel and conference registrations, shipping, and other supplies. The program offers four-week loans for purposes such as assessment during IEP development, short-term classroom implementation, temporary replacement during repairs or funding delays, accommodations for short-term student needs, and professional development for educators. To support the school’s responsibility for providing AT to eligible students the program does not provide devices for permanent use by individual students or classrooms. School districts enroll annually through a signed agreement, allowing designated staff to access the program. The ADE-ESS AT loan program coordinator works closely with ADE AT specialists to help borrowers select and implement devices that best support students. Data on device types, loan purposes, and outcomes are tracked and reported for both the general AzTAP and ADE-ESS loan programs.

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?

AzTAP is entering its nineteenth year managing the Arizona Department of Education – Exceptional Student Services (ADE-ESS) Assistive Technology (AT) Short Term Loan program. ADE-ESS provides annual funding to maintain a dedicated AT inventory, support a full-time coordinator, and cover program-related expenses. This program serves as a vital AT resource for education providers statewide, enabling them to trial devices and systems with students with disabilities to determine whether the technology improves access to the curriculum, supports academic success, and ensures compliance with the Individuals with Disabilities Education Act (IDEA) by providing a free appropriate public education (FAPE). During this reporting year, the program fulfilled 273 loans, distributing 869 AT devices to schools, charter schools, ADE AT staff, and select local education agencies. At ADE-ESS’s request, the program also offers low-tech “maker” workshops across the state, teaching participants to create switches and adapt toys. Our program coordinator collaborates with the ADE AT team to promote the program at education-related events and assistive technology trainings throughout the year. Given its longevity and impact, this program is expected to remain a cornerstone of AzTAP’s services well into the future.

2.a Please include URL for initiative if available

https://adeatloan.org/

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

Education,

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

Device Loan, Training, Public Awareness,

Outreach was conducted with the Vocational Rehabilitation Agency *

Yes

Was collaboration implemented? *

Yes

For many years, the Arizona Rehabilitation Services Administration (RSA) lacked a coordinated system for assistive technology (AT) services. AzTAP collaborated with RSA to develop a plan and establish an interagency service agreement with our lead agency, the Institute for Human Development (IHD), to create the Assistive Technology for Employment and Independence (ATEI) program. Launched in July 2022 and fully operational by early 2024, ATEI now serves as a “one-stop shop” for most AT services for RSA-referred clients. The program provides comprehensive support, including AT evaluations, procurement of recommended devices, integration of AT into client service plans, and hands-on training for device use. ATEI delivers services statewide, promoting consistency in AT provision across Arizona. To ensure effective implementation, the program has conducted outreach and training for RSA counselors on program operations, service guidelines, and referral processes. The program is demonstrating effectiveness and is expected to remain a sustainable and integral AT resource for RSA well into the future.

Through an interagency service agreement, the Institute for Human Development (IHD) at Northern Arizona University, in collaboration with the Arizona Rehabilitation Services Administration (AzRSA), launched the Assistive Technology for Employment & Independence (ATEI) program in July 2022. The program provides Assistive Technology (AT) evaluations, device procurement, and hands-on training for RSA-referred clients to support employment and independent living goals. Launched in July 2022 the ATEI program became fully staffed and operational in early 2024. During this reporting year, the program delivered approximately 1138 AT devices valued at $2,112,130 to clients within the state RSA system. The provision of these AT devices is listed as a “state financing – other acquisition” activity in this APR. The establishment of ATEI program has streamlined the process of delivering employment- and independent living-related AT devices and systems to RSA clients, ensuring timely access to the tools they need to achieve their goals.

2.a Please include URL for initiative if available

https://legacy.nau.edu/ihd/atei/

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

Employment, Independent Living,

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

Device Loan, Demo, State Financing, Training,

Outreach was conducted with the Aging Agency *

Why was outreach not conducted? *

AzTAP had no prior engagement with the State AAA on assistive technology. In April 2025, we met virtually with two AAA representatives to introduce our programs, explore collaboration with the eight AAAs, and discuss Older Americans Act funding for the Senior Safety Program. The representatives expressed interest in presentations, informational materials, and potential AT training for staff. Individual AAAs are expected to follow up; if not, AzTAP will reconnect in early 2026.

Outreach was conducted with the Medicaid Agency *

Yes

Was collaboration implemented? *

Yes

Augmentative and Alternative Communication (AAC) devices are systems, strategies, and tools that replace or support natural speech. AzTAP’s lead agency, the Institute for Human Development (IHD), is a primary provider of AAC evaluation and training for two Medicaid providers within Arizona’s Division of Developmental Disabilities (DDD) system. This long-standing program delivers team-based AAC evaluations, coordinates funding paperwork for Medicaid coverage of AAC systems, and provides hands-on training for families and individuals following device delivery. Operating for more than 20 years, the program is widely regarded as a national model for comprehensive AAC service delivery. Through this program, families receiving Medicaid DDD services benefit from a structured and coordinated approach that addresses all aspects of their AAC needs. Despite evolving challenges over time, the program has consistently demonstrated effectiveness and is expected to remain a sustainable and integral service well into the future.

Augmentative and Alternative Communication (AAC) devices are systems, strategies, and tools that replace or support natural speech. The Institute for Human Development (IHD) Augmentative and Alternative Communication (AAC) Evaluation and Training Program has operated for more than 20 years and is widely regarded as a national model for delivering AAC systems and related support services to individuals with developmental disabilities. During this reporting year, the program conducted 254 team-based AAC evaluations for 1,088 participants and provided hands-on device training to 132 recipients of new AAC systems. Through this program, families receiving Medicaid DDD services benefit from a structured and coordinated service delivery system that addresses all aspects of their AAC needs. Despite evolving challenges, the program has consistently demonstrated effectiveness and is expected to remain a sustainable and integral resource well into the future.

2.a Please include URL for initiative if available

https://legacy.nau.edu/ihd/aac/

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

Community Participation and Integration,

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

Demo, Training,

Additional Coordination/Collaboration activities

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
Public/State Agency	$5,386,319	Training	True
State Appropriations	$49,944	Training	True
Public/State Agency	$208,518	Device Loan	True
Public/State Agency	$550,060	Demonstration	True
	Amount: $6,194,841

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 supplemental Public Health Workforce grant funding to increase the number of positions within the disability and aging network for public health professionals. Please document below the cumulative status of these funds, FY22 through FY25, as a final closeout report.

The status of these funds at the end of the FY25 (September 30, 2025) is as follows: (Check one) We did not utilize this funding. (Do not complete this section.)
We expended all or some of this funding (Complete the section below)

Please report the total amount expended (drawn down and liquidated) from FY22 through FY25:

$80,000.00

Please check all position types that were supported with these funds over the period of FY22-25. This can be a direct employee or contractual position.

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

In July 2022, AzTAP launched its adaptive gaming clinic with funding from the Public Health Workforce grant and brought on a part-time Doctor of Occupational Therapy (OTD) clinical coordinator to lead the program in collaboration with AzTAP staff. This unique program enables individuals with disabilities to learn about and experience the social and physical benefits of video gaming. Since its inception, seven students from three universities in the Phoenix metropolitan area have completed their OTD capstone projects in the clinic. When grant funding ended in September 2024, AzTAP and IHD staff submitted four proposals to secure additional support; however, none were funded. A small amount of supplemental funding from AbleGamers allowed operations to continue in spring 2025. Looking ahead, AzTAP remains committed to supporting the clinic by providing office and lab space, access to AT specialists, and adaptive gaming equipment for client trials. We will continue working with the NAU Foundation to identify and pursue grant opportunities to further fund and sustain the program. We are proud of the services and impact this clinic continues to deliver.

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).