National Assistive Technology Act Data System

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

Lead Agency

Implementing Entity

Program Director and Other Contacts

Person Responsible for completing this form if other than Program Director

Certifying Representative

2. Income of Applicants to Whom Loans Were Made

3. Loan Type

4. Interest Rates

5. Types and Dollar Amounts of AT Financed

6. Defaults

Activity 1

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

3. Types and Dollar Amounts of AT Funded

G. Notes:

In addition to the AT Loans approved, CT Tech Act Project Processing Tech was able to secure additional grants in the amount of $54,400 from organizations such as the CT Charitable Trust, Plan of CT, Amy's Angels, Umbrella Club, and others; along with state funding in the total of $140,674.

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

G. Notes:

I. Notes:

One of our AT partners lead staff, whose primary service is AT device lending, was away on sabbital over the past fiscal year resulting in 0 device loans from that program. Now that he is back for the next fiscal year, we expect device loans from their program to resume again.

G. Notes:

C. Description of Educational/Training Activities

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

During the training “Empowering Independence: The Role of Wearable Technology in Enhancing Life for Individuals with Disabilities,” thirty professionals, educators, service providers and advocates gathered to explore and learn how wearable assistive technology could better support and increase safety and independence of the individuals with disabilities and older adults they serve. As they learned about smart glasses that read text aloud, health trackers that monitor safety in real time, and voice-controlled devices that enable hands-free independence, the group’s perspective began to shift. What once seemed like futuristic tools became practical solutions for daily living and greater autonomy. By the end of the session, participants expressed a deeper understanding of how wearable technology can enhance communication, mobility, and safety for individuals with disabilities. Many identified new ways to integrate these devices into their own programs—using smartwatches for medication reminders, health monitors for safety alerts, and voice-enabled tools to promote independence at home and in the community. This training not only expanded their knowledge but also strengthened their commitment to fostering independence and inclusion. It inspired meaningful changes in service provision and gave participants the confidence to bring innovative, person-centered solutions to the many individuals they each support and serve.

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

The CT AT Act Program partner agency Living without Limits (LwL) recently opened an Independent Living Transition Center to provide training and instruction for individuals with intellectual disabilities to hopefully to be able to live independently in their own apartment. 20 individuals with disabilities live at the center for a few years utilizing Assistive and Smart Home Technology to enhance their safety and independence. Training to staff was provided by LwL AT Team to teach them the type and purpose of the Assisted Technology provided in each of the apartments. The training was conducted in various stations at each apartment focusing on kitchen and cooking safety and independence, smart digital assistants accessed through voice commands, an app and through set routines. Bathroom and personal hygiene doorbell and door lock safety systems, Remote Monitoring Wellness System, environmental smart devices and more. As consumers transition into the apartments, the staff will train them on how to use the Assistive and Smart technology and help each consumer to increase their independence with the intent that after their time living with some in person supports and technology they can transition to complete independent living with assistive technology and new consumers will move into the Transition Center apartments.

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

The CT AT Act has been conducting ICT training through a contracted trainer reaching higher education, state department employees, non profit staff such as CILs, librarys, and service providers. After one training on how to create accessible documents, we received feedback from a participant who stated "I just wanted to thank you again for hosting these sessions. I’m the director of Eastern’s Center for Teaching and Learning, and I send out a monthly newsletter to faculty. I plan to include a tip in each future newsletter for making documents accessible, based on what I learned from you." This action step by this director will increase the reach of our ICT training.

E. Notes:

B. Description of Technical Assistance

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

CT AT Act Program partner agency CREC spent many hours workign with a school district, providing TA to help them implement AT & AAC strategies in the schools across their district. CREC visited the schools, noting common patterns and themes in service delivery, AT implementation strategies, data collection, and general policy/procedures. Collaborative discussion with key stakeholders yielded rich anecdotal data about pros and cons of current models, and a year long summary report was generated and shared with administration highlighting potential next steps and guiding reflection questions for district decision makers.Ongoing TA was provided to help the district through the questions and decision to help improve their overall processes and AT/AAC outcomes.

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

CT AT Act Program partner agency Living without Limits - in collaboration with the Dept of Developmental Services and other grant funding built an Independent Living Transition Center (ILTC) with 5 apartments for individuals with disabilities to move from group / congregate homes into independent lving apartments that are fully equipped iwht Assistive Technology and smart home technology as well as remote supports. The intent of the ILTC is to teach the residents to become more independent in their own living space through the supports of AT and smart home tech, which having staff support available on demand as needed. LwL opened the ILTC this year and had residents move in. They not only purchased and installed the Assistive Technology but also trained their staff and the residents in it's use. The residents will remain in these apartments for several years, becoming more comfortable being on their own while they build up their skills and will eventually move out into their communitie

C. Notes:

Public Awareness Narratives

Describe in detail at least one and no more than two innovative or high-impact public awareness activities conducted during this reporting period. Highlight the content/focus of the awareness information shared, the mechanism used to disseminate or communicate the awareness information, the numbers and/or types of individuals reached, and positive outcomes resulting from the activity. If quantative numbers are available regarding the reach of the activity, please provide those: however, quantative data is not required.

1. CT AT Act Partner agency ACES had the opportunity to be interviewed for "Connecticut's Morning Buzz" part of the local morning news: https://www.wtnh.com/ctmorningbuzz/aces-assistive-technology-services-eliminating-barriers-to-learning Two ACES Assistive Technology staff members were able to talk about Assistive Technology and share how AT and their AT services can help children in school and adults with disabilities. They highlighted their partnership with the CT Tech Act Project and their new AT demo and lending services. It is hard to know the number of individuals reached from this interview but to increase it's high impact and ensure visibility, ACES then followed up this interivew with a commercial highlighting the full scope of AT services we provide to students, families, and school teams across the region. The commercial focused on how ACES utilizes a collaborative, multidisciplinary approach to AT support. Viewers learned about the AT Lending Library, which allows teams to borrow and trial devices, ranging from communication apps and text readers to visual schedule tools and adaptive writing supports. The goal of the commercial was to inform educators, families, and community partners about the range of assistive technology resources available through ACES, and to highlight how our services can be integrated into IEPs and educational programming to meet diverse student needs. The commercial was well-received and helped strengthen understanding of how assistive technology can transform learning environments and empower student success.

2. The CT Tech Act Project and our AT partners hosted a two-day Tech Tools for Life: Assistive Tech at its Best conference which hosted approximately 225 attendees each day, with 30 exhibitors,15 sessions per day and 2 moving keynotes. The conference had very possitive feedback and reached professionals in the field of disability and aging as well as employers, individuals with disabilities, family members and community service providers. There was ample opportunity built in for networking, with an Exhibitor Reception at the end of the first day. Feedback received indicated that attendees wanted more time for hands on experiences with the actual AT devices. This feedback is directly influencing what our 'annual conference' will look like next year.

Notes:

Overview of Coordination/Collaboration Activities