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 and Number of Individuals Served

3. Types and Dollar Amounts of AT Funded

Activity 2

2. Geographic Distribution and Number of Individuals Served

3. Types and Dollar Amounts of AT Funded

G. Notes:

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

G. Notes:

During FY25, the AT Reuse Coordinator, an FTE with TAP, took on the added responsibility of covering a 16-week parental leave absence for our AT Clinician. This effectively redirected her from primarily reuse work to facilitating the majority of MDTAP's AT consultations, demonstrations, device loans, and AT Library tours. This re-focus impacted the number of reuse clients served (less outreach to viable candidates & programs), as well as reduced her time collaborating with organizations and agencies to solicit donations into the program. Additionally, during FY24, the reuse program was the recipient of a substantial donation of Blind/low vision equipment from a vendor going out of business. At the time, that large donation resulted in more devices being immediately donated back out to consumers. We did not receive any similar donation in FY2025, which subsequently also reduced the number of reuse recipients.

I. Notes:

G. Notes:

C. Description of Educational/Training Activities

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

MDTAP conducted a training on "How to create accessible e-learning modules" for state government learning spaces. 66 people were in attendance. This training has led to multiple consultations with ICT staff on implementing accessibility practices when creating new training content for either in-agency or Workday Learning. As a direct result of this training, we anticipate more sharing of this resource and enforcement of accessibility compliance within the Maryland Department of Budget and Management (DBM) for any content uploaded to Workday Learning.

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

MDTAP staff hosted a training on AT For Emotional and Behavioral Disorders. This session focused on a topic we had not previously covered, emphasizing AT solutions to improve behavioral outcomes for people with disabilities. The content covered a variety of AT as it pertains to characteristics of EBDs, and provided possible solutions for a variety of needs. 49 people registered with 13 attendees; however all registrants received a copy of the slides and the recording of the session. After this session, staff was contacted by two families seeking consultations and demonstrations of AT options. These subsequently resulted in AT device loans.

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

MDTAP provided a training on evaluating and ensuring accessibility in digital procurements, to the Maryland Department of Transportation. Eleven (11) people were in attendance, ranging from leadership to procurement officers. MDOT staff learned about a new process to implement when conducting agency procurements requiring they perform a cursory accessibility check of a product before purchasing, to ensure the product meets Maryland standards. Further, agency staff learned about the ADA Title II Rulemaking, its impact on their agency, and the steps they should start taking to comply. With this high impact training, MDOT leadership noted they would begin implementing checks and best practices with the development of new materials (documents and apps) for accessibility.

E. Notes:

B. Description of Technical Assistance

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

MDTAP coordinated with the Maryland Statewide EEO Office to determine what guidance was provided to state ADA Coordinators regarding access to and implementation of AT in the workplace. After initial conversations with EEO leadership, we created, presented, and distributed a survey to all state ADA Coordinators to determine how we might collaborate with the EEO Office on ways to build systematic change around the understanding and accessing of AT amongst ADA coordinators. Final results of the survey were presented to the EEO Office, and planning for a 3-part online education module is now in development, to be available in FY26 for all state ADA coordinators. The plan further includes the following objectives that will result in a streamlined process for accessing and implementing AT solutions in state employment: 1. We create a 3-part online training covering: AT Fundamentals (Create a foundational module covering common categories of AT for various disabilities, how to identify po

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

Families were sharing with State Agency Transition Collaborative (SATC) members that they felt overwhelmed by the transition process, and were requesting a tool that would tell them what to do at each age of their youth. IN the state of Maryland, transition services begin at age 14 or 9th grade, whichever comes first. In partnership with agencies involved in the SATC, including Department of Disabilities AT Program, Division of Rehabilitation Services, MSDE, and more, the group created a visual roadmap (age band) to help families. On the back page , the group included a section for families to enter their local contact for each agency that they may be applying for as their youth moves through the transition process. In July, as MDTAP was involved in reviewing this roadmap, we included specific markers around AT considerations and linkage to the "AT in Transition" checklist, to encourage greater use of the checklist in planning for AT needs post-school. By ensuring more direct partner

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. MDTAP staff presented a session at the Maryland Youth Leadership Forum (YLF) hosted by Independence Now, a Center for Independent Living in Maryland. The YLF aims to support youth with disabilities across the state, noting its mission of "Maryland Youth Leadership Forum Delegates build leadership skills and prepare for future employment, higher education, and independent living." This one hour presentation explained the adaptive gaming systems for the Nintendo Switch and the Microsoft Xbox One. Additionally, the presenter explained MDTAP services and shared information on the DSCI Service year option, a new state-facilitated employment-track established at the cabinet-level and utilized to support skill development in youth not attending college. The YLF attendees (transition-age youth with disabilities) had the opportunity to try out adapted gaming systems and ask questions about AT, accessibility, and assistive technology services at the end of the presentation.

2. MDTAP staff presented on "Hearing Assistive Technology Services & Resources" to 68 attendees at the MD State Department of Education State Steering Committee conference for Deaf & Hard of Hearing Students. Attendees were administrators and staff across the state who serve students who are deaf or hard of hearing. Staff reviewed statewide resources, services, a variety of assistive technology solutions as applicable in the classroom, and hosted an in-depth discussion of Hearing AT available in the AT Lending Library. This presentation led to further discussions and device loans to educators seeking greater supports for their students with hearing loss.

Notes:

Overview of Coordination/Collaboration Activities

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.

MDOD, specifically the IT Accessibility staff within MDTAP, became an operations partner with the Department of Service and Civic Innovation which runs the Maryland Service Year program. This program is intended to offer Maryland high school graduates a way to build relevant job skills and encourage hiring in the state. Participants will earn the federal 508 Trusted Tester certification and an IT Accessibility apprenticeship credential from the US Dept of Labor. MDOD is hosting two Service Year members in this position; they are expected to complete the program June 2026. There are 4 other participants in this curriculum.

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.)

MDOD created the curriculum for this new Digital Accessibility Track within the Service Year for IT Accessibility. Further details on the curriculum and training can be provided by the Statewide IT Accessibility Initiative team members - Stephen Polacek (stephen.polacek@maryland.gov) and Dan Doggett (dan.doggett@maryland.gov).

3. What was the primary area of impact for this state improvement outcome?

Employment

B.2 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.

The Maryland AT Program, IT Accessibility staff, developed an online Plain Language module in collaboration with the Plain Language Initiative workgroup in response to the Governor's Executive Order on Plain Language issued last year. The training aims to inform state employees about the importance of using plain language and provides instruction on how to implement it effectively.

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 final training module can be found on the internal state learning hub, Workday. For details on the module and content, questions can be directed to Dan Doggett, dan.doggett@maryland.gov.

3. What was the primary area of impact for this state improvement outcome?

Technology (ICT accessibility and AT