National Assistive Technology Act Data System

Annual Progress Report - Full Report

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Delaware 2025

General Information

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

State AT Program Title:

Delaware Assistive Technology Initiative

State AT Program Title:

State AT Program URL

www.dati.org

Mailing Address:

461 Wyoming Rd, CDS

City:

Newark

State:

Zip Code:

19716

Program Email:

dati-ud@udel.edu

Phone:

800-870-3284

TTY:

Lead Agency

Agency Name:

University of Delaware

Mailing Address:

100 Discovery Blvd., Ste. 1000

City:

Newark

State:

Zip Code:

19713

Program URL:

www.cds.udel.edu

Implementing Entity

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

Name of Implementing Agency:

Mailing Address:

City

State:

Zip Code:

Program URL:

Program Director and Other Contacts

Program Director for State AT Program (last, first):

Mineo, Beth

Title:

Project Director

Phone:

302-831-1589

E-mail:

mineo@udel.edu

Program Director at Lead Agency (last, first):

Mineo, Beth

Title:

Project Director

Phone:

302-831-1589

E-mail:

mineo@udel.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):

Berdoulay, Allison

Title:

Project Coordinator

Phone:

302-831-3632

E-mail:

aberd@udel.edu

Certifying Representative

Name (last, first):

Deaver, Amanda

Title:

Contract & Grant Analyst

Phone:

302-831-7274

E-mail:

adeaver@udel.edu

State Financing

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

Yes

Did your approved state plan for this reporting period include conducting a Financial Loan Program?

B. State Financing Activities that provide consumers with resources and services that result in the acquisition of AT devices and services

1. Overview of Activities Performed

How many other state financing activities that provide consumers with access to funds for the purchase of AT devices and services were included in your approved state plan?

Activity 1

How would you describe this state financing activity?

Other: Equipment Distribution

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

County of Residence	Individuals Served
A. Metro (RUCC 1-3)	11
B. Non-Metro (RUCC 4-9)	0
C. Total Served	11

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	11

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

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number of Devices Funded	Value of AT Provided
Vision	21	$885
Hearing	0	$0
Speech communication	0	$0
Learning, cognition, and developmental	0	$0
Mobility, seating and positioning	0	$0
Daily living	0	$0
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	0	$0
Recreation, sports, and leisure	0	$0
Total	21	$885

Activity 2

How would you describe this state financing activity?

Other: Equipment Distribution

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

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

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	3

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

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number of Devices Funded	Value of AT Provided
Vision	3	$447
Hearing	0	$0
Speech communication	0	$0
Learning, cognition, and developmental	0	$0
Mobility, seating and positioning	0	$0
Daily living	0	$0
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	0	$0
Recreation, sports, and leisure	0	$0
Total	3	$447

Activity 3

How would you describe this state financing activity?

Other: Equipment Distribution

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

County of Residence	Individuals Served
A. Metro (RUCC 1-3)	82
B. Non-Metro (RUCC 4-9)	0
C. Total Served	82

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	82

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

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number of Devices Funded	Value of AT Provided
Vision	13	$4,454
Hearing	17	$1,887
Speech communication	55	$7,680
Learning, cognition, and developmental	19	$1,617
Mobility, seating and positioning	19	$3,250
Daily living	178	$17,715
Environmental adaptations	17	$1,231
Vehicle modification and transportation	0	$0
Computers and related	41	$7,229
Recreation, sports, and leisure	105	$8,118
Total	464	$53,181

Activity 4

How would you describe this state financing activity?

Last resort - Activity

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)	3
B. Non-Metro (RUCC 4-9)	0
C. Total Served	3

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	3

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

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number of Devices Funded	Value of AT Provided
Vision	0	$0
Hearing	0	$0
Speech communication	4	$4,065
Learning, cognition, and developmental	0	$0
Mobility, seating and positioning	0	$0
Daily living	0	$0
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	0	$0
Recreation, sports, and leisure	0	$0
Total	4	$4,065

Activity 5

How would you describe this state financing activity?

Telecommunications equipment distribution

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

County of Residence	Individuals Served
A. Metro (RUCC 1-3)	7
B. Non-Metro (RUCC 4-9)	0
C. Total Served	7

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	7

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

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number of Devices Funded	Value of AT Provided
Vision	31	$12,849
Hearing	0	$0
Speech communication	0	$0
Learning, cognition, and developmental	0	$0
Mobility, seating and positioning	0	$0
Daily living	0	$0
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	0	$0
Recreation, sports, and leisure	0	$0
Total	31	$12,849

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

Through our iCanConnect program (National Deaf Blind Equipment Distribution Program), a consumer, who is a senior with dual sensory loss was able to obtain an all-in-one computer with built-in web camera. Unable to travel to visit, this equipment enables him to communicate with his daughters. He enjoys chatting with them over video chat using his phone, but his progressive vision and hearing loss had made it difficult to do so. He can now utilize video conferencing software like Zoom with the embedded captioning feature.

Impact Area Education Employment Community Living

Through the BOLD program (Borrow to Own Low Vision Devices), a consumer with blindness was able to receive a type of label system that allows a user to tag items and scan them for information. She had increased difficulty with item identification around the home, specifically around differentiating canned goods in the kitchen and clothing. She visited our office to review potential AT solutions. She has reported increased success and confidence with item identification around her home environment.

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.	04	00	64	68
2. AT was only available through the AT program.	04	00	21	25
3. AT was available through other programs, but the system was too complex or the wait time too long.	01	00	09	10
4. Subtotal	09	00	94	103
5. None of the above	00	00	03	03
6. Subtotal	09	00	97	106
7. Nonrespondent	00	00	00	00
8. Total	09	00	97	106
9. Performance on this measure	100%	NaN%	96.91%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	101	95.28%
Satisfied	05	4.72%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	106
Response rate %	100%

G. Notes:

Reutilization

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

A. Number of Recipients of Reused Devices

Activity	Number of Individuals Receiving a Device from Activity
A. Device Exchange	103
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	00
C. Total	103

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	103

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	28	$12,483	$0	$12,483
Hearing	06	$994	$0	$994
Speech Communication	01	$16	$0	$16
Learning, Cognition and Developmental	01	$20	$0	$20
Mobility, Seating and Positioning	05	$268	$0	$268
Daily Living	46	$1,827	$0	$1,827
Environmental Adaptations	04	$184	$0	$184
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	06	$2,245	$0	$2,245
Recreation, Sports and Leisure	07	$488	$0	$488
Total	104	$18,525	$0	$18,525

C. Device Refurbish/Repair - Reassignment and/or Open Ended Loan Activities

Device Reassign/Repair/Refurbish and/or OEL
Type of AT Device	Total Estimated Current Purchase Price	Total Price for Which Device(s) Were Sold	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

D. Anecdote

A daughter of an older adult with dementia visited our downstate (Milford) Assistive Technology Resource Center to explore equipment that may benefit her mother. One of the major areas of frustration was around general orientation and perseveration/repeated questions. A digital day alarm clock was explored and borrowed from the lending library. This item allows for setting timers, displaying messages, and orienting to date/time. Following loan period they were very pleased with a device, but were unable to find the identical model for sale. The ATRC had a unit available on the AT exchange which had been removed from inventory after it was deemed no longer available in the retail market. This has resulted in major reported improvements with daily orientation.

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	55	55
2. AT was only available through the AT program.	00	00	26	26
3. AT was available through other programs, but the system was too complex or the wait time too long.	00	00	11	11
4. Subtotal	00	00	92	92
5. None of the above	00	00	11	11
6. Subtotal	00	00	103	103
7. Nonrespondent	00	00	00	00
8. Total	00	00	103	103
9. Performance on this measure	NaN%	NaN%	89.32%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	102	99.03%
Satisfied	01	0.97%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	103
Response rate %	100%

G. Notes:

$16 communication device is a Talk Block: Recordable block goes beyond simple listening & speaking practice (auditory) to also include visual reinforcement. Insert card/photo, & press down to record & replay up to 30 seconds of sound.

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)	278
Serve as loaner during service repair or while waiting for funding	14
Provide an accommodation on a short-term basis for a time-limited event/situation	11
Conduct training, self-education or other professional development activity	40
Total	343

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	70	04	74
Family Members, Guardians, and Authorized Representatives	92	09	101
Representative of Education	52	35	87
Representative of Employment	00	01	01
Representatives of Health, Allied Health, and Rehabilitation	63	14	77
Representatives of Community Living	01	02	03
Representatives of Technology	00	00	00
Total	278	65	343

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	49	06	55
Hearing	19	02	21
Speech Communication	176	191	367
Learning, Cognition and Developmental	24	06	30
Mobility, Seating and Positioning	35	09	44
Daily Living	37	07	44
Environmental Adaptations	128	84	212
Vehicle Modification and Transportation	00	00	00
Computers and Related	101	107	208
Recreation, Sports and Leisure	164	27	191
Total	733	439	1,172

E. Anecdote

A mother visited the upstate Assistive Technology Resource Center to borrow an Accent device for her son, who has autism and uses AAC to communicate. He had been previously been working with a speech-language pathologist who was trying to get funding for a device through insurance, but due to staffing changes at the out-patient clinic at which he received private services, the process stalled indefinitely. The DATI AAC specialist was able to set up a device for him to use in the meantime, as well as provide resources for the parent to help her navigate the insurance process. During the loan, the boy demonstrated remarkable affinity for the device, even taking it to bed with him at night, so he was never without it! In the end, he was able to receive his own device, funded by insurance, and the family expressed that they were very grateful for the loan.

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	73	06	120	199
Decided that an AT device/ service will not meet needs	07	01	24	32
Subtotal	80	07	144	231
Have not made a decision	22	04	21	47
Subtotal	102	11	165	278
Nonrespondent	00	00	00	00
Total	102	11	165	278
Performance on this measure	78.43%	63.64%	87.27%

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.	00	00	01	01
2. AT was only available through the AT program.	36	03	09	48
3. AT was available through other programs, but the system was too complex or the wait time too long.	01	00	00	01
4. Subtotal	37	03	10	50
5. None of the above	13	00	02	15
6. Subtotal	50	03	12	65
7. Nonrespondent	00	00	00	00
8. Total	50	03	12	65
9. Performance on this measure	74%	100%	83.33%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	326	95.04%
Satisfied	16	4.66%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	01	0.29%
Total Surveyed	343
Response rate %	99.71%

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	43
Hearing	15
Speech Communication	27
Learning, Cognition and Developmental	14
Mobility, Seating and Positioning	08
Daily Living	20
Environmental Adaptations	18
Vehicle Modification and Transportation	00
Computers and Related	29
Recreation, Sports and Leisure	28
Total # of Device Demonstrations	202

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	102	07	109
Family Members, Guardians, and Authorized Representatives	79	04	83
Representatives of Education	09	04	13
Representatives of Employment	01	00	01
Health, Allied Health, Rehabilitation	11	03	14
Representative of Community Living	00	00	00
Representative of Technology	00	00	00
Total	202	18	220

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	00
Service Provider	04
Vendor	00
Repair Service	00
Others	37
Total	41

D. Anecdote

An adult client with a physical disability (quadriplegia) visited the downstate ATRC to explore computer access equipment. His physical limitations made even routine tasks on the computer a major chore, and he had lost hope that he would find a solution. During his visit to the center, several computer access methods were explored and demonstrated. Following extensive feature matching and demonstrations, head tracking with a switch emerged as the preferred solution. He borrowed the device with demonstrated success; a comparable device that had the desired mouth switch was selected and procured through the one DATI's equipment giveaway programs. With the new device, he is able to access his cell phone, tablet, and computer seamlessly. He is also excited to begin exploring potential work-from-home opportunities now that he has the technological supports he needs to thrive.

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	34	10	96	140
Decided that an AT device/ service will not meet needs	00	00	01	01
Subtotal	34	10	97	141
Have not made a decision	09	01	51	61
Subtotal	43	11	148	202
Nonrespondent	00	00	00	00
Total	43	11	148	202
Performance on this measure	79.07%	90.91%	65.54%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	197	89.55%
Satisfied	05	2.27%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	18	8.18%
Total	220
Response rate %	91.82%

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.	04	00	120	124
2. AT was only available through the AT program.	40	03	56	99
3. AT was available through other programs, but the system was too complex or the wait time too long.	02	00	20	22
4. Subtotal	46	03	196	245
5. None of the above	13	00	16	29
6. Subtotal	59	03	212	274
7. Nonrespondent	00	00	00	00
8. Total	59	03	212	274
9. Performance on this measure	74.58%	100%	83.02%	81.39%
ACL Performance Measure				85%
Met/Not Met				Not 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	107	16	216	339
Decided that an AT device/ service will not meet needs	07	01	25	33
Subtotal	114	17	241	372
Have not made a decision	31	05	72	108
Subtotal	145	22	313	480
Nonrespondent	00	00	00	00
Total	145	22	313	480
Performance on this measure	78.62%	77.27%	77%	77.5%
ACL Performance Measure				90%
Met/Not Met				Not Met

Overall Satisfaction Rating

Customer Rating of Services	Percent	ACL Target	Met/Not Met
Highly satisfied and satisfied	100%	95%	Met
Response Rate	97.54%	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	09
Family Members, Guardians and Authorized Representatives	07
Representatives of Education	509
Representatives of Employment	09
Rep Health, Allied Health, and Rehabilitation	167
Representatives of Community Living	12
Representatives of Technology	25
Unable to Categorize	34
TOTAL	772

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
772	00	00	772

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	128
AT Funding/Policy/ Practice	00
Combination of any/all of the above	265
Information Technology/Telecommunication Access	286
Transition	93
Total	772

C. Description of Educational/Training Activities

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

DATI staff met with a teacher (who was previously a student in the AT course taught by DATI personnel) at the University of Delaware’s Early Learning Center (ELC) to discuss resources for students with communication needs. After that meeting, the teacher approached the ELC’s director about DATI presenting to her staff about assistive technology and resources for students with disabilities. The Center director was excited to plan a professional development opportunity, as many teachers had asked for specific training to support students with disabilities. DATI planned an afternoon of professional development in collaboration with the Delaware Network for Excellence in Autism, one of the DATI’s sister programs at the University of Delaware Center for Disabilities Studies (the Delaware University Center for Excellence in Developmental Disabilities [UCEDD]). The DATI team shared an overview of the services that can be accessed through the DATI Assistive Technology Resource Center (ATRC) on campus and information about AT commonly used in early childhood education; teachers then had the opportunity to explore the ATRC and get hands-on experience with AT tools. The teachers left with lots of new ideas for how to best support their students!”

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

In collaboration with a leading AAC product company, we hosted the full-day Mid-Atlantic AAC Summit (subtitled “Filling Your AAC Toolbox”) at our upstate location on the University of Delaware campus. The 92 attendees had an opportunity to learn about a wide array of AAC topics, including transition planning for best outcomes. A panel of speakers addressed goal writing, with one speaker explicitly comparing and contrasting goal-writing expectations in education services and adult services.

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

We organized two virtual Lunchtime Learning events in which representatives of Apple and Microsoft demonstrated the accessibility features within their products. The Apple representative reviewed features that supported vision, hearing, mobility, cognition and communication. He also conducted live demonstrations to showcase several of the features. Similarly, the Microsoft event profiled the accessibility features in Microsoft 365, demonstrating how to create content that is universally accessible. The Apple event had 193 attendees, and the Microsoft event had 93 attendees.

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	00
Training or Technical Assistance will be developed or implemented	00
No known outcome at this time	286
Nonrespondent	00
Total	286
Performance Measure Percentage	0%
ACL Target Percentage	70%
Met/Not Met	Not Met

E. Notes:

Technical Assistance

A. Frequency and Nature of Technical Assistance

Technical Assistance by Recipient Type
Education	97%
Employment	00%
Health, Allied Health, Rehabilitation	00%
Community Living	03%
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:

DATI continued to partner with the Delaware Department of Education in support of an Assistive Technology Professional Learning Community (PLC) for education personnel statewide. There were four meetings held during this reporting year, some in-person and others virtual. Featured topics included creation of accessible content, features of AAC software and apps, an overview of some new devices in the DATI inventory, and previews of the assistive technology guidance for Delaware’s PreK-12 education system being developed by the DATI.

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

DATI’s assistance was sought for a young adult who had transitioned from school to higher education. This individual, who had dual sensory impairments, had to return her school-provided computer technology, which had built-in accessibility features supporting both her vision and hearing needs, to the school district upon graduation, leaving her without the technology she needed to be successful in her postsecondary education program. We were able to refer her to our iCanConnect equipment distribution program for both an evaluation and as a means to acquire the equipment she needed. This scenario demonstrated to the education and vocational rehabilitation systems with which she was engaged the value of the supports DATI can offer to transition-age young adults.

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. Eighteen Teachers of the Visually Impaired visited the Kent/Sussex ATRC for an overview of DATI’s services and a hands-on exploration of vision-related assistive technology for their clients. Many participants had the opportunity to interact with devices they had not previously used. Several teachers reported an increased sense of confidence in their ability to support students with assistive technology and expressed a strong interest in connecting their clients with our services. Following the training, the ATRC experienced a notable increase in vision-related consumer visits, with many visitors reporting that they had been referred by a teacher who had attended this event.

2. A professor from the Department of Computer and Information Science at the University of Delaware brought a class of Computer Science and Engineering students to the DATI's upstate Assistive Technology Resource Center for an overview of DATI's services and an exploration of assistive technology. The students were very interested in exploring the lending library and browsing the devices that are available for individuals with disabilities. The class engaged in an important conversation about the need to include and consult individuals with disabilities when creating or programming assistive technology devices. Some students then shared they were interested in working in assistive technology in their future careers.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	117	34	151
Family Members, Guardians and Authorized Representatives	124	18	142
Representative of Education	34	02	36
Representative of Employment	06	00	06
Representative of Health, Allied Health, and Rehabilitation	64	13	77
Representative of Community Living	17	01	18
Representative of Technology	02	00	02
Unable to Categorize	00	00	00
Total	364	68	432

Referral Types:

Compared to the previous year, there was a 8% increase in the number of referrals reported. While the distribution of referrals by source was similar to last year, the largest increase in referrals were attributed to the agencies Delaware’s Division for the Visually Impaired (DVI) and Division of Services for Aging Adults with Physical Disabilities (DSAAPD). The number of referrals from those two agencies doubled over the previous year. Referrals from representatives of education and medical providers also increased measurably, by over 71% from last year to this year.

Referral Sources:

Reported sources of referrals break down as follows: 36% were individuals who had previous contact with our agency; 19% were referred by a medical provider; 17% were personal referrals; 8% were referred by a school representatives; 5% were referred by DSAAPD and 2% from DVI. 1% were connected to a training that DATI provided.

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?

DATI collaborates closely with the Delaware Department of Education on numerous initiatives. We are funded to provide training and technical assistance as the state’s Accessible Instructional Materials Center, and operate the ordering portal through which LEAs may order materials in a variety of formats for students with qualifying print disabilities. Within this initiative, we also co-plan and collaboratively support the meetings of the statewide Assistive Technology Professional Learning Community. In addition, we also collaborate in the development of assistive technology guidance for the PreK-12 population. This multi-year effort was supported by a Congressionally-designated (“earmark”) award that also enabled us to substantially expand our inventory of devices available for demonstration and loan.

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?

As a result of the AT PLC work, education personnel across the state have a deeper understanding about federal and state expectations regarding accessible instructional materials as well as AT products and practices. The infusion of new devices into the DATI inventory has increased loans for educational purposes, particularly with regard to augmentative communication devices. The collaboration is continuing into the next year.

2.a Please include URL for initiative if available

https://www.aimdelaware.org/

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

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

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

Technical Assistance,

Outreach was conducted with the Vocational Rehabilitation Agency *

Yes

Was collaboration implemented? *

Yes

The Delaware Division of Vocational Rehabilitation only had one enrolled AT provider, and services were limited and not particularly person-centered. We collaborated with DVR to raise their awareness of what comprehensive services should look like in workplace/ergonomic assessment and all types of AT. Subsequently, the AT Unit at the Center for Disabilities Studies (the administrative home of the DATI) was contracted as a new AT provider for DVR and has begun providing comprehensive AT evaluation and training services.

Access to AT that is precisely matched to an individual’s needs has increased dramatically as a result. The new services often tap into DATI short-term equipment loans to gather evidence-based data about device suitability. Individuals are receiving more timely and person-centered AT services as a result.

2.a Please include URL for initiative if available

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

Employment, Community Participation and Integration, Transition (school to work or congregate care to community),

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

Device Loan, Demo,

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Yes

The Delaware Division of Services for Aging and Adults with Physical Disabilities (DSAAPD) expressed interest in establishing a pilot home modification program for Delaware seniors and individuals with disabilities with some time-limited federal funding. An advisory body was created, and two DATI staff were selected to serve on that advisory committee. In collaboration with DSAAPD and a contractor retained to assist the agency in getting the program off the ground, the advisory committee provided input regarding program scope and eligibility criteria. DATI strongly encouraged DSAAPD to consider how assistive technology might be an alternative or adjunct to home modifications in certain circumstances; as a result, AT is also now available through the program.

DSAAPD approached the AT Unit at the Center for Disabilities Studies about being its contracted provider of home assessment and AT assessment services, and an agreement was executed during this reporting year. The team assisted DSAAPD in refining its policies, procedures and practices, and was contracted to conduct more than130 assessments and to procure the AT determined to be needed as a result of assessment. Dozens of Delawareans have been able to access home modifications and AT as a result of this new service. The service will continue into the coming year, and DSAAPD intends to seek state support to continue the program based on the data regarding program need and impact derived from the pilot program.

2.a Please include URL for initiative if available

https://dhss.delaware.gov/dsaapd/homemod/

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

Housing/Home Automation, Community Participation and Integration, Health, Aging,

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

Device Loan, Demo, Information & Assistance, Technical Assistance,

Outreach was conducted with the Medicaid Agency *

Why was outreach not conducted? *

No formal collaboration at this time.

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	$226,220	Technical Assistance	True
Federal	$1,471	Public Awareness, I&A	True
Federal	$385,049	Technical Assistance	True
Private	$143	Device Loan	True
Federal	$212	Public Awareness, I&A	True
Private	$10,911	Technical Assistance	True
Private	$885	State Financing	True
Private	$5,062	Training	True
Public/State Agency	$75,407	Training	True
Private	$65,476	State Financing	True
Private	$875	Training	True
Federal	$34,856	State Financing	True
Federal	$2,730	State Financing	True
	Amount: $809,297

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:

$71,011.00

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.

Three individuals derived support from the public health funds. One individual led a coalition of individuals and organizations interested in standing up a new equipment refurbishment and reuse program in Delaware and also contributed to the development of a guidance document for the PreK-12 system in Delaware regarding AT access and use. The second individual is in the Office of Educational Technology in the College of Education and Human Development at the University of Delaware, and he collaborated with the DATI in a project in which seniors and people with disabilities are able to access health promotion programs through telehealth. The DATI provided and managed the deployment of laptops that enabled program participants to access the virtual training. The individual supported with public health funds was responsible for configuring the laptops and providing tech support to our staff and program participants. The third individual was also a contributor to the development of the AT guidance document for Delaware’s PreK-12 education system.

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).