National Assistive Technology Act Data System
Annual Progress Report - Full Report
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Iowa 2025
General Information
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
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 |
| Area of Residence | Total | ||
|---|---|---|---|
|
Metro RUCC 1-3 |
Non-Metro RUCC 4-9 |
||
| Approved Loan made | 04 | 00 | 04 |
| Approved Not made | 00 | 00 | 00 |
| Rejected | 00 | 00 | 00 |
| Total | 04 | 00 | 04 |
2. Income of Applicants to Whom Loans Were Made
| Lowest Income: | $17,436 | Highest Income: | $27,624 |
|---|
| Sum of Incomes | Loans Made | Average Annual Income |
|---|---|---|
| $84,589 | 04 | $21,147 |
| Income Ranges | Total | ||||||
|---|---|---|---|---|---|---|---|
| $15,000 or Less |
$15,001- $30,000 |
$30,001- $45,000 |
$45,001- $60,000 |
$60,001- $75,000 |
$75,001 or More |
||
| Number of Loans | 00 | 04 | 00 | 00 | 00 | 00 | 04 |
| Percentage of Loans | 0% | 100% | 0% | 0% | 0% | 0% | 100% |
3. Loan Type
| Type of Loan | Number of Loans | Percentage of loans |
|---|---|---|
| Revolving Loans | 04 | 100% |
| Partnership Loans | ||
| Without interest buy-down or loan guarantee | 00 | 0% |
| With interest buy-down only | 00 | 0% |
| With loan guarantee only | 00 | 0% |
| With both interest buy-down and loan guarantee | 00 | 0% |
| Total | 04 | 100% |
| Type of Loan | Number of Loans | Dollar Value of Loans |
|---|---|---|
| Revolving Loans | 04 | $14,063 |
| Partnership Loans | 00 | $0 |
| Total | 04 | $14,063 |
4. Interest Rates
| Lowest | 6% |
|---|---|
| Highest | 10% |
| Sum of Interest Rates | Number of Loans Made | Average Interest Rate |
|---|---|---|
| 36 | 04 | 9% |
| Interest Rate | Number of loans |
|---|---|
| 0.0% to 2.0% | 00 |
| 2.1% to 4.0% | 00 |
| 4.1% to 6.0% | 01 |
| 6.1% to 8.0% | 00 |
| 8.1% - 10.0% | 03 |
| 10.1%-12.0% | 00 |
| 12.1%-14.0% | 00 |
| 14.1% + | 00 |
| Total | 04 |
5. Types and Dollar Amounts of AT Financed
| Type of AT | Number of Devices Financed | Dollar Value of Loans |
|---|---|---|
| Vision | 00 | $0 |
| Hearing | 00 | $0 |
| Speech communication | 00 | $0 |
| Learning, cognition, and developmental | 00 | $0 |
| Mobility, seating and positioning | 01 | $578 |
| Daily living | 02 | $11,100 |
| Environmental adaptations | 00 | $0 |
| Vehicle modification and transportation | 01 | $2,385 |
| Computers and related | 00 | $0 |
| Recreation, sports, and leisure | 00 | $0 |
| Total | 04 | $14,063 |
6. Defaults
| Number Loans in default | 00 |
|---|---|
| Net loss for loans in default | $0 |
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? | 0 |
|---|
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? | 0 |
|---|
D. Anecdote
The consumer needed funding to install a stair lift to access the basement and to modify the tub and shower for improved accessibility. Our Statewide AT Program (through Able Up Iowa) assisted by providing a low-interest loan through the State Financing program, which was essential for securing additional funding from partner agencies. This collaboration ensured the consumer could complete the home modifications without financial strain. The primary barrier was the high upfront cost of accessibility equipment and renovations, which the loan helped overcome. By working in conjunction with other organizations, we maximized resources and reduced delays in project completion. The stair lift and bathroom modifications significantly improved the consumer’s independence and safety at home, allowing them to navigate multiple levels and perform daily activities without assistance. These changes enhanced their ability to remain in their home, participate in community living, and maintain a higher quality of life.
The consumer needed a mobility scooter to increase independence and reduce reliance on others for transportation. Our Statewide AT Program (through Able Up Iowa) assisted by providing a low-interest loan through the State Financing program, making the purchase affordable. The main barrier was the initial cost of the scooter, which the loan helped overcome. By removing financial obstacles, the consumer was able to obtain the device without delay. The mobility scooter significantly improved the consumer’s quality of life by allowing them to move freely rather than remaining stationary in a chair. It enabled them to attend medical appointments, shop for necessities, and engage in community activities without depending on others for assistance. This increased independence supports community living and enhances access to essential services, contributing to greater self-sufficiency and overall well-being.
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 00 | 00 | 04 | 04 |
| 2. AT was only available through the AT program. | 00 | 00 | 00 | 00 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 00 | 00 | 00 |
| 4. Subtotal | 00 | 00 | 04 | 04 |
| 5. None of the above | 00 | 00 | 00 | 00 |
| 6. Subtotal | 00 | 00 | 04 | 04 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 00 | 00 | 04 | 04 |
| 9. Performance on this measure | NaN% | NaN% | 100% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 04 | 100% |
| Satisfied | 00 | 0% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 04 | |
| Response rate % | 100% |
G. Notes:
Reutilization
A. Number of Recipients of Reused Devices
| Activity | Number of Individuals Receiving a Device from Activity |
|---|---|
| A. Device Exchange | 01 |
| B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 237 |
| C. Total | 238 |
| 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 | 238 |
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
| Type of AT Device | Number of Devices Exchanged | Total Estimated Current Purchase Price | Total Price for Which Device(s) Were Exchanged | Savings to Consumers |
|---|---|---|---|---|
| Vision | 00 | $0 | $0 | $0 |
| Hearing | 00 | $0 | $0 | $0 |
| Speech Communication | 00 | $0 | $0 | $0 |
| Learning, Cognition and Developmental | 00 | $0 | $0 | $0 |
| Mobility, Seating and Positioning | 00 | $0 | $0 | $0 |
| Daily Living | 01 | $2,100 | $1,000 | $1,100 |
| Environmental Adaptations | 00 | $0 | $0 | $0 |
| Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
| Computers and Related | 00 | $0 | $0 | $0 |
| Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
| Total | 01 | $2,100 | $1,000 | $1,100 |
C. Device Refurbish/Repair - Reassignment and/or Open Ended Loan Activities
| 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 | 125 | $147,975 | $5,640 | $142,335 |
| Hearing | 00 | $0 | $0 | $0 |
| Speech Communication | 00 | $0 | $0 | $0 |
| Learning, Cognition and Developmental | 00 | $0 | $0 | $0 |
| Mobility, Seating and Positioning | 00 | $0 | $0 | $0 |
| Daily Living | 38 | $16,981 | $500 | $16,481 |
| Environmental Adaptations | 80 | $88,127 | $5,955 | $82,172 |
| Vehicle Modification & Transportation | 77 | $97,495 | $4,380 | $93,115 |
| Computers and Related | 00 | $0 | $0 | $0 |
| Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
| Total | 320 | $350,578 | $16,475 | $334,103 |
D. Anecdote
The consumer needed a modular ramp to safely enter and exit her home after being diagnosed with Bulbar ALS, which severely impacted her ability to climb the five stairs leading inside. Our Statewide AT Program assisted through the Device Reuse program by providing an open-ended loan of a modular ramp. The primary barrier was the cost and urgency of obtaining a ramp, which the reuse program helped overcome by offering a ready-to-use device at minimal cost. This solution ensured immediate accessibility without financial strain. The ramp improved the consumer’s safety and independence, allowing her to attend medical appointments and engage with the community without risk of falls. She was able to use a walker to independently ascend or descend. By enabling secure ingress and egress, the device supported community living and enhanced her quality of life during a critical time.
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 00 | 04 | 191 | 195 |
| 2. AT was only available through the AT program. | 00 | 00 | 07 | 07 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 01 | 35 | 36 |
| 4. Subtotal | 00 | 05 | 233 | 238 |
| 5. None of the above | 00 | 00 | 00 | 00 |
| 6. Subtotal | 00 | 05 | 233 | 238 |
| 7. Nonrespondent | 00 | 00 | 00 | 00 |
| 8. Total | 00 | 05 | 233 | 238 |
| 9. Performance on this measure | NaN% | 100% | 100% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 212 | 89.08% |
| Satisfied | 26 | 10.92% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 238 | |
| Response rate % | 100% |
G. Notes:
Device Loan
A. Short-Term Device Loans by Type of Purpose
| Primary Purpose of Short-Term Device Loan | Number |
|---|---|
| Assist in decision-making (device trial or evaluation) | 185 |
| Serve as loaner during service repair or while waiting for funding | 00 |
| Provide an accommodation on a short-term basis for a time-limited event/situation | 05 |
| Conduct training, self-education or other professional development activity | 07 |
| Total | 197 |
B. Short-Term Device Loan by Type of Borrower
| Type of Individual or Entity | Number of Device Borrowers | ||
|---|---|---|---|
| Desicion-making | All other Purposes | Total | |
| Individuals with Disabilities | 93 | 06 | 99 |
| Family Members, Guardians, and Authorized Representatives | 09 | 00 | 09 |
| Representative of Education | 07 | 01 | 08 |
| Representative of Employment | 30 | 00 | 30 |
| Representatives of Health, Allied Health, and Rehabilitation | 08 | 01 | 09 |
| Representatives of Community Living | 11 | 01 | 12 |
| Representatives of Technology | 27 | 03 | 30 |
| Total | 185 | 12 | 197 |
C. Length of Short-Term Device Loans
| Length of Short-Term Device Loan in Days | 30 |
|---|
D. Types of Devices Loaned
| Type of AT Device | Number of Devices | ||
|---|---|---|---|
| Desicion-making | All other Purposes | Total | |
| Vision | 35 | 07 | 42 |
| Hearing | 22 | 03 | 25 |
| Speech Communication | 17 | 01 | 18 |
| Learning, Cognition and Developmental | 217 | 02 | 219 |
| Mobility, Seating and Positioning | 05 | 06 | 11 |
| Daily Living | 166 | 15 | 181 |
| Environmental Adaptations | 09 | 02 | 11 |
| Vehicle Modification and Transportation | 10 | 04 | 14 |
| Computers and Related | 159 | 01 | 160 |
| Recreation, Sports and Leisure | 73 | 22 | 95 |
| Total | 713 | 63 | 776 |
E. Anecdote
The consumer experienced a spinal cord injury after falling from a four-foot retaining wall and needed assistive technology to access her computer for employment-related goals, including preparing public speaking presentations and authoring a book. Our Statewide AT Program provided short-term loans of several devices, including a Gyroscopic Head Mouse with dwell click, a Rollerball mouse with external buttons, and an eye-tracking device with dwell click. These loans allowed the consumer to trial multiple options and determine the most effective solution without incurring high upfront costs. The primary barrier was uncertainty about which device would meet her needs, which the loan program helped overcome by enabling hands-on evaluation. During the trial period, the consumer regained some dexterity and ultimately selected the Rollerball mouse with external buttons combined with speech-to-text software. This solution improved her independence, supported her employment goals, and enhanced her ability to participate in professional activities, demonstrating the critical role of short-term device loans in informed decision-making.
F. Access Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 40 | 24 | 115 | 179 |
| Decided that an AT device/ service will not meet needs | 01 | 00 | 02 | 03 |
| Subtotal | 41 | 24 | 117 | 182 |
| Have not made a decision | 01 | 01 | 01 | 03 |
| Subtotal | 42 | 25 | 118 | 185 |
| Nonrespondent | 00 | 00 | 00 | 00 |
| Total | 42 | 25 | 118 | 185 |
| Performance on this measure | 97.62% | 96% | 99.15% | |
G. Acquisition Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 00 | 00 | 04 | 04 |
| 2. AT was only available through the AT program. | 00 | 00 | 02 | 02 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 00 | 02 | 02 |
| 4. Subtotal | 00 | 00 | 08 | 08 |
| 5. None of the above | 01 | 00 | 02 | 03 |
| 6. Subtotal | 01 | 00 | 10 | 11 |
| 7. Nonrespondent | 00 | 00 | 01 | 01 |
| 8. Total | 01 | 00 | 11 | 12 |
| 9. Performance on this measure | 0% | NaN% | 80% | |
H. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 169 | 85.79% |
| Satisfied | 26 | 13.2% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 02 | 1.02% |
| Nonrespondent | 00 | 0% |
| Total Surveyed | 197 | |
| Response rate % | 100% |
I. Notes:
Device Demonstration
A. Number of Device Demonstrations by Device Type
| Type of AT Device / Service | Number of Demonstrations of AT Devices / Services |
|---|---|
| Vision | 24 |
| Hearing | 05 |
| Speech Communication | 18 |
| Learning, Cognition and Developmental | 64 |
| Mobility, Seating and Positioning | 08 |
| Daily Living | 47 |
| Environmental Adaptations | 09 |
| Vehicle Modification and Transportation | 17 |
| Computers and Related | 50 |
| Recreation, Sports and Leisure | 04 |
| Total # of Device Demonstrations | 246 |
B. Types of Participants
| Type of Participant | Decision-Makers | Other Participants | Total |
|---|---|---|---|
| Individuals with Disabilities | 154 | 303 | 457 |
| Family Members, Guardians, and Authorized Representatives | 27 | 162 | 189 |
| Representatives of Education | 07 | 32 | 39 |
| Representatives of Employment | 07 | 21 | 28 |
| Health, Allied Health, Rehabilitation | 26 | 109 | 135 |
| Representative of Community Living | 24 | 84 | 108 |
| Representative of Technology | 01 | 04 | 05 |
| Total | 246 | 715 | 961 |
C. Number of Referrals
| Type of Entity | Number of Referrals |
|---|---|
| Funding Source (non-AT program) | 00 |
| Service Provider | 03 |
| Vendor | 15 |
| Repair Service | 01 |
| Others | 00 |
| Total | 19 |
D. Anecdote
The consumer, a farmer experiencing age-related macular degeneration, wanted to continue working but faced challenges reading printed materials and using touch screens in farm equipment. Our Statewide AT Program provided a device demonstration to compare options and enable an informed choice. A team member demonstrated AI glasses capable of reading print aloud and a phone application that could capture and read text from images. The consumer preferred the glasses, which later transitioned into a loan and eventual purchase. Additionally, three types of handheld magnifiers were demonstrated; however, none met the need for viewing touch screens. Based on consumer feedback, the team researched and identified a flat magnifier designed for laptop screens, which was also demonstrated and later loaned and purchased. This process overcame barriers of uncertainty and cost by allowing demonstrations and expert guidance. The devices improved the consumer’s ability to manage farm operations, maintain employment, and remain independent, highlighting the critical role demonstrations play in tailoring solutions to individual needs.
E. Performance Measures
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 23 | 27 | 172 | 222 |
| Decided that an AT device/ service will not meet needs | 01 | 01 | 00 | 02 |
| Subtotal | 24 | 28 | 172 | 224 |
| Have not made a decision | 01 | 09 | 12 | 22 |
| Subtotal | 25 | 37 | 184 | 246 |
| Nonrespondent | 00 | 00 | 00 | 00 |
| Total | 25 | 37 | 184 | 246 |
| Performance on this measure | 96% | 75.68% | 93.48% | |
F. Customer Satisfaction
| Customer Rating of Services | Number of Customers | Percent |
|---|---|---|
| Highly satisfied | 708 | 73.67% |
| Satisfied | 253 | 26.33% |
| Satisfied somewhat | 00 | 0% |
| Not at all satisfied | 00 | 0% |
| Nonrespondent | 00 | 0% |
| Total | 961 | |
| Response rate % | 100% |
G. Notes:
Overall Performance Measures
Overall Acquisition Performance Measure
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| 1. Could only afford the AT through the AT program. | 00 | 04 | 199 | 203 |
| 2. AT was only available through the AT program. | 00 | 00 | 09 | 09 |
| 3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 01 | 37 | 38 |
| 4. Subtotal | 00 | 05 | 245 | 250 |
| 5. None of the above | 01 | 00 | 02 | 03 |
| 6. Subtotal | 01 | 05 | 247 | 253 |
| 7. Nonrespondent | 00 | 00 | 01 | 01 |
| 8. Total | 01 | 05 | 248 | 254 |
| 9. Performance on this measure | 0% | 80% | 84.21% | 83.79% |
| ACL Performance Measure | 85% | |||
| Met/Not Met | Not Met | |||
Overall Access Performance Measure
| Response | Primary Purpose for Which AT is Needed | Total | ||
|---|---|---|---|---|
| Education | Employment | Community Living | ||
| Decided that AT device/service will meet needs | 63 | 51 | 287 | 401 |
| Decided that an AT device/ service will not meet needs | 02 | 01 | 02 | 05 |
| Subtotal | 65 | 52 | 289 | 406 |
| Have not made a decision | 02 | 10 | 13 | 25 |
| Subtotal | 67 | 62 | 302 | 431 |
| Nonrespondent | 00 | 00 | 00 | 00 |
| Total | 67 | 62 | 302 | 431 |
| Performance on this measure | 97.01% | 83.87% | 95.7% | 94.2% |
| 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 | 99.86% | 95% | Met |
| Response Rate | 100% | 90% | Met |
Educational/Training Activities
A. Educational/Training Activity Participants: Number and Types of Participants; Geographical Distribution
| Type of Participant | Number |
|---|---|
| Individuals with Disabilities | 182 |
| Family Members, Guardians and Authorized Representatives | 46 |
| Representatives of Education | 70 |
| Representatives of Employment | 188 |
| Rep Health, Allied Health, and Rehabilitation | 266 |
| Representatives of Community Living | 502 |
| Representatives of Technology | 18 |
| Unable to Categorize | 00 |
| TOTAL | 1,272 |
| Metro | Non Metro | Unknown | TOTAL |
|---|---|---|---|
| 1,017 | 127 | 128 | 1,272 |
B. Educational/Training Activity Topics
| Primary Topic of Educational/Training Activities | Participants |
|---|---|
| AT Products/Services | 804 |
| AT Funding/Policy/ Practice | 00 |
| Combination of any/all of the above | 161 |
| Information Technology/Telecommunication Access | 302 |
| Transition | 05 |
| Total | 1,272 |
C. Description of Educational/Training Activities
Describe innovative one high-impact assistance educational/training activity conducted during the reporting period:
Easterseals Iowa Assistive Technology Program delivered a virtual presentation to IowaWorks, a state-run network of American Job Centers that supports job seekers and employers across Iowa. This session introduced IowaWorks staff to our core assistive technology services and demonstrated how these resources can help individuals with disabilities access employment opportunities. The training reached 64 participants from the Davenport and Burlington IowaWorks offices—an audience we had not previously engaged—making this a high-impact event. By increasing staff knowledge of AT solutions and referral processes, the training strengthened collaboration between agencies and expanded access to employment supports for Iowans with disabilities. This innovative outreach ensures that job center professionals can better connect consumers to technology that promotes independence and workforce participation.
Briefly describe one educational/training activity related to transition conducted during the reporting period:
Easterseals Iowa Assistive Technology Program continued its collaboration with the Iowa Developmental Disabilities Council at the 2025 Annual Make Your Mark Conference, an event designed for Iowans with disabilities, families, direct support professionals, and advocates to build civic engagement, advocacy, and leadership skills. Our team hosted a vendor booth to demonstrate assistive technology (AT), answer questions, and provide hands-on support. Sensory kits were available for attendees needing additional sensory input, and we coordinated a sensory room as a quiet space with calming tools. This year, we expanded our impact by presenting “How Do You Advocate for Something When You Don’t Know What You Need Yet?” The session focused on helping individuals discover solutions through AT to support learning, working, playing, and community engagement. We provided an overview of our services, showcased examples of devices and systems, and guided participants in creating a personalized game plan to move toward their goals. Through these efforts, we empowered transition-age Iowans and their support teams to recognize the importance of AT and identify pathways to access tools that promote independence and safety.
Briefly describe one educational/training activity related to Information and Communication Technology accessibility:
Our Statewide AT Program had created (2023-2024) an ICT course on Digital Access for Everyone. This training is designed to increase participants’ skills in creating accessible digital content. The course is divided into six modules covering key topics: alternative text, color contrast, accessible headings, descriptive links, and clear/plain language. 90 minute introductory course reached 209 individuals this year, and an additional 2 hour hands-on session provided practical experience for 64 participants of those individuals. We collaborated with the City of Des Moines, which was launching a new website. After review of the course, they required all authorized staff to complete the course before making site changes on their new website. As a result, 68 city employees completed the training. This will ensure that an accessible website at launch continues to be accessible as content is changed and added. This initiative overcame barriers related to lack of knowledge and skills in accessibility, empowered participants to create inclusive content, and supported compliance with accessibility standards. The training improved digital access for the community and demonstrated the impact of collaboration and structured learning on advancing accessibility practices.
D. IT/Telecommunications Educational/Training Activity Performance Measure
| Outcome/Result From IT/Telecommunications Educational/Training Activities Received | Number |
|---|---|
| IT and Telecommunications Procurement or Dev Policies | 275 |
| Training or Technical Assistance will be developed or implemented | 27 |
| No known outcome at this time | 00 |
| Nonrespondent | 00 |
| Total | 302 |
| Performance Measure Percentage | 100% |
| ACL Target Percentage | 70% |
| Met/Not Met | Met |
E. Notes:
Technical Assistance
A. Frequency and Nature of Technical Assistance
| Education | 05% |
|---|---|
| Employment | 15% |
| Health, Allied Health, Rehabilitation | 50% |
| Community Living | 25% |
| Technology (IT, Telecom, AT) | 05% |
| Total | 100% |
B. Description of Technical Assistance
Describe Innovative one high-impact assistance activity that is not related to transition:
Easterseals Iowa Assistive Technology Program collaborated with the Iowa Department of Natural Resources (DNR) to advance accessibility across Iowa’s state parks following new legislation passed in the 2024 state legislative session. The law tasked DNR with improving both physical and digital accessibility. Our team provided technical assistance by reviewing the DNR website, printed materials, and accessibility survey results from over 50 state parks. Together, we identified solutions to enhance compliance and usability, including recommendations for assistive technology that could be deployed at select parks to improve visitor access. This partnership addressed barriers in communication and physical access, ensuring that individuals with disabilities can enjoy Iowa’s natural resources safely and independently. The activity was high-impact because it influenced statewide accessibility planning and integrated AT into public spaces, creating lasting benefits for community inclusion.
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
Easterseals Iowa Assistive Technology Program collaborated with Incuentro LLC, a Houston-based company specializing in transition assessment and training for individuals with autism. During the reporting period, our team provided technical assistance focused on educating professionals about transition-age youth and the role of assistive technology in supporting successful outcomes. In addition to demonstrating AT solutions, we offered guidance on integrating career pathways assessments into individualized transition plans. This included strategies for matching technology tools to employment goals and addressing barriers students face when moving from school to work or postsecondary education. The collaboration expanded participant knowledge, strengthened cross-agency partnerships, and ensured that transition planning incorporates both AT and career-focused assessments to improve access to education, employment, and community living for individuals with autism.
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. At the statewide Parkinson’s Conference, many attendees—especially those from rural areas—needed information about assistive technology (AT) to support daily living, mobility, and communication challenges associated with Parkinson’s disease. Iowa has a high prevalence of Parkinson’s, particularly among farmers, making access to AT solutions critical for maintaining independence and safety. Easterseals Iowa Assistive Technology Program staffed a vendor table to provide hands-on demonstrations and educational materials about devices such as adaptive utensils, voice amplification systems, mobility aids, and medication management tools. We explained how these devices can reduce tremor-related barriers, improve communication, and support self-care. Our team helped overcome barriers such as limited awareness of AT options and geographic isolation by offering guidance on how to borrow devices through our statewide lending library and access funding resources. We collaborated with the Parkinson’s Foundation and event organizers to ensure outreach to rural communities and promote our services to attendees across Iowa. These efforts empowered individuals and caregivers to explore AT solutions that enhance independence at home, improve participation in community activities, and support continued engagement in farming and other employment. For many, this was their first exposure to AT, opening pathways to tools that improve quality of life and reduce isolation.
2. At the Special Olympics Iowa Summer Games, many athletes and families needed sensory supports to manage the overwhelming environment and stay engaged in the event. Easterseals Iowa Assistive Technology Program provided a sensory room equipped with assistive technology devices such as noise-reducing headphones, weighted lap pads, tactile fidgets, and calming visual tools. These items helped individuals regulate sensory input and reduce stress. Our program assisted by setting up the space, loaning devices during the event, and offering guidance on how these tools could be used at home, school, or work. This overcame barriers such as lack of access to sensory-friendly environments and limited knowledge about assistive technology options. We collaborated with Special Olympics Iowa to ensure the room was accessible and promoted to athletes and families. As a result, individuals and their support teams connected with our staff to learn about ongoing AT services, device loans, and funding resources. The sensory supports improved participants’ ability to remain at the games, interact with peers, and enjoy the experience without sensory overload. For many, this was their first exposure to assistive technology, opening doors to tools that can enhance education, employment, and community living beyond the event.
Information And Assistance
| Types of Recipients | AT Device/ Service |
AT Funding | Total |
|---|---|---|---|
| Individuals with Disabilities | 687 | 126 | 813 |
| Family Members, Guardians and Authorized Representatives | 636 | 61 | 697 |
| Representative of Education | 90 | 05 | 95 |
| Representative of Employment | 176 | 04 | 180 |
| Representative of Health, Allied Health, and Rehabilitation | 427 | 56 | 483 |
| Representative of Community Living | 427 | 44 | 471 |
| Representative of Technology | 00 | 03 | 03 |
| Unable to Categorize | 00 | 00 | 00 |
| Total | 2,443 | 299 | 2,742 |
Referral Types:
Easterseals Iowa Assistive Technology Program focused on rebuilding and expanding referral networks through intentional outreach. Each team member contacted agencies that had not recently referred consumers and worked to schedule presentations about our AT services. This relationship-based approach helped increase awareness and trust among providers. A key strategy was persistent outreach to primary rehabilitation facilities across Iowa, including physical therapists, occupational therapists, speech-language pathologists, and social workers. These efforts often required multiple follow-ups before securing meetings. Presentations highlighted our device loan program, and consultation services, showing how AT can support independence and safety for clients. As a result, referrals from rehabilitation hospitals, therapy clinics, and healthcare providers increased. This targeted approach improved access for individuals in rural areas who rely on these professionals for guidance. Consistent outreach and education proved essential in increasing referrals from healthcare and community organizations, ensuring more Iowans learn about and access assistive technology solutions. information and assistance come from libraries.
Referral Sources:
Referrals to the Easterseals Iowa Assistive Technology Program came from a wide range of entities and outreach efforts, reflecting both professional networks and public awareness initiatives. The largest share of referrals came from prior customers (32%), demonstrating strong repeat engagement and satisfaction with services. Program area entities and providers—including rehabilitation professionals, healthcare practitioners, and employment specialists—accounted for approximately 29% of referrals, showing the impact of targeted outreach to PTs, OTs, SLPs, and social workers statewide. These sources provide broad geographic coverage, including metro and rural areas. Awareness and outreach initiatives contributed 23%, driven by in-person events such as the Special Olympics sensory room, statewide conferences, and vendor tables at health-related events like the Parkinson’s Conference. These activities reached both metro and non-metro communities, helping individuals and families learn about AT services. Disability and advocacy entities (Centers for Independent Living, Area Agencies on Aging, and other disability organizations) represented 14% of referrals, reinforcing the value of partnerships with community-based organizations that serve rural and underserved populations. Self-referrals and family referrals also played a role, supported by online resources and word-of-mouth. Overall, referrals were geographically diverse, with 37% from non-metro areas, ensuring statewide impact.
Notes:
Coordination/Collaboration and State Improvement Outcomes
Overview of Coordination/Collaboration Activities
3. What focus areas(s) were addressed by the initiative?
4. What AT Act authorized activity(s) were addressed?
3. What focus areas(s) were addressed by the initiative?
4. What AT Act authorized activity(s) were addressed?
3. What focus areas(s) were addressed by the initiative?
4. What AT Act authorized activity(s) were addressed?
| Additional Coordination/Collaboration activities | 2 |
|---|
A. Coordination/Collaboration
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?
1. Easterseals Iowa collaborated with the University of Iowa and University of Illinois Center for Agricultural Safety and Health to support the development of a Dementia and Farming Manual. ESI provided technical assistance by reviewing the manual and recommending over 30 assistive technology (AT) solutions to address safety, memory, fall prevention, reminders, and elopement risks for farmers living with dementia. Additionally, ESI created a video for the curriculum highlighting practical AT applications. This initiative benefits aging farmers and their families by promoting safe, independent living. Funding was supported through research grants managed by the universities.
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? Please include URL for initiative if available.
The collaboration increased awareness of AT among agricultural safety professionals and dementia care specialists, expanding the reach of the state AT program into rural communities. Once published online, the manual and video will provide free, statewide access to AT strategies for farmers and caregivers. Success was driven by strong academic partnerships and ESI’s expertise in AT solutions. Lessons learned include the importance of early involvement in curriculum design and planning for broad dissemination. The initiative will continue as part of ongoing research and outreach efforts. Lighting - Dementia Project - https://youtu.be/2KNyAB2QSPo?si=UYgBe2DwD7CizBAs Equipment - Dementia Project - https://youtu.be/TH04NdGqvFA?si=GZp9AsSlhlT6YTOK Wandering 2 - Dementia Project - https://youtu.be/_9hC3Opww2Q?si=PxSkpaC0tLn78Dsz
3. What focus areas(s) were addressed by the initiative?
Employment;
4. What AT Act authorized activity(s) were addressed?
Public Awareness; Technical Assistance;
A.2 Coordination/Collaboration (Entry 2)
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?
2. Easterseals Iowa Assistive Technology Program partnered with Mainframe Studios, a nonprofit building for creative workspaces located in downtown Des Moines. Mainframe provides affordable studios for over 220 artists across 30+ disciplines and is committed to accessibility and inclusion in the arts. The collaboration began with outreach and evolved into providing backpacks containing fidget devices for Mainframe’s Accessibility Art Night. These backpacks are now available for Mainframe to loan directly during events, creating a sustainable accessibility resource. Additionally, Mainframe staff participated in both our online and in-person Digital Accessibility Training, strengthening their ability to create inclusive experiences. This initiative benefits individuals with sensory needs and disabilities attending art events. Funding was supported through program resources and Mainframe’s event budget.
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? Please include URL for initiative if available.
The partnership increased awareness of assistive technology among artists and event organizers and expanded the AT program’s reach into creative community spaces. Access improved as sensory supports became readily available at Mainframe events, reducing barriers for individuals with sensory processing challenges. Success was driven by relationship-building and practical solutions tailored to event environments. Lessons learned include the importance of starting with small, tangible supports (like fidget backpacks) to build trust and engagement. The initiative will continue as Mainframe integrates accessibility into its programming. Advice for replication: Begin with a simple, high-impact accessibility solution, then expand to training and ongoing collaboration.
3. What focus areas(s) were addressed by the initiative?
Community Participation and Integration;
4. What AT Act authorized activity(s) were addressed?
Device Loan; Information & Assistance; Technical Assistance;
Overview of State Improvement Activities
| State improvement outcomes are not required. You may report up to two MAJOR state improvement outcomes for this reporting period. How many will you be reporting? | 01 |
|---|
B. State Improvements
1. In one or two sentences, describe the outcome. Be as specific as possible about exactly what changed during this reporting period as a result of the AT program's initiative.
During this reporting period, Easterseals Iowa’s AT Program Director served on the Iowa Disaster Human Resources Council, providing feedback that resulted in changes to emergency planning protocols to better include individuals with disabilities in disaster response and recovery efforts.
2. In one or two sentences, describe the written policies, practices, and procedures that have been developed and implemented as a result of the AT program's initiative. Include information about how to obtain the full documents, such as a Web site address or e-mail address of a contact person, but do not include the full documents here. (If there are no written polices, practices and procedures, explain why.)
The council updated its disaster preparedness and response guidelines to incorporate accessibility considerations and ensure equitable support for individuals with disabilities during emergencies. These changes include integrating AT-related resources and communication strategies into statewide disaster planning.
3. What was the primary area of impact for this state improvement outcome?
Community Living
Additional And Leveraged Funds
A. Leveraged Funding for State Plan Activities
| Fund Source | Amount | Use of Funds | Data Reported |
|---|---|---|---|
| Federal | $14,668 | Demonstration | True |
| Private | $5,000 | Training | True |
| Amount: $19,668 |
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 |
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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. |
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