National Assistive Technology Act Data System

Annual Progress Report - Full Report

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New York 2025

General Information

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

State AT Program Title:

NYS TRAID Program

State AT Program Title:

State AT Program URL

https://www.justicecenter.ny.gov/traid-program

Mailing Address:

401 State Street

City:

Schenectady

State:

Zip Code:

12305

Program Email:

Melinda.Dolezal@justicecenter.ny.gov

Phone:

518-549-0220

TTY:

Lead Agency

Agency Name:

New York State Justice Center for the Protection of People with Special Needs

Mailing Address:

161 Delaware Avenue

City:

Delmar

State:

Zip Code:

12054

Program URL:

https://www.justicecenter.ny.gov

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):

Dolezal, Melinda

Title:

TRAID Director

Phone:

518-549-0220

E-mail:

Melinda.Dolezal@Justicecenter.ny.gov

Program Director at Lead Agency (last, first):

Title:

Phone:

E-mail:

Primary Contact at Implementing Agency (last, first) - If applicable:

Title:

Phone:

E-mail:

Person Responsible for completing this form if other than Program Director

Name (last, first):

Title:

Phone:

E-mail:

Certifying Representative

Name (last, first):

Lisi-Murray, Maria

Title:

Executive Director

Phone:

518-549-0200

E-mail:

maria.lisi-murray@justicecenter.ny.gov

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?

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?

Activity 1

How would you describe this state financing activity?

AT Fabrication or AT Maker Program

2. Geographic Distribution and Number of Individuals Served

County of Residence	Individuals Served
A. Metro (RUCC 1-3)	79
B. Non-Metro (RUCC 4-9)	3
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 Provided	Total Estimated Current Retail Purchase Price	Total Price for Which Devices Were Sold	Savings to Consumers
Vision	74	$395	$0	$395
Hearing	0	$0	$0	$0
Speech communication	205	$3,005	$0	$3,005
Learning, cognition, and developmental	77	$781	$0	$781
Mobility, seating and positioning	8	$323	$0	$323
Daily living	136	$329	$0	$329
Environmental adaptations	29	$125	$0	$125
Vehicle modification and transportation	0	$0	$0	$0
Computers and related	4	$55	$0	$55
Recreation, sports, and leisure	3	$34	$0	$34
Total	536	$5,047	$0	$5,047

D. Anecdote

A teacher contacted their local TRAID Center to see if there were communication techniques she could try with some of her students. She was interested in exploring ways to give directions to some students with behavioral issues in the classroom. The TRAID Center was able to provide the teacher with sets of 3D printed receptive wallets and behavior strips that illustrate 8 common directions like "sit nicely", "quiet" & "stand up". They provided 8 English sets as well as 2 sets with both English & Spanish directions.

Impact Area Education Employment Community Living

A caregiver was looking for a way to assist her loved one who was recently diagnosed with dementia. Her loved one enjoyed playing cards, but was no longer able to hold the cards in her hands. The TRAID Center 3D printed a playing card holder for the family to keep for her use, which allowed her to more comfortably play cards with her family and loved ones.

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	01	04	09
2. AT was only available through the AT program.	37	01	16	54
3. AT was available through other programs, but the system was too complex or the wait time too long.	03	00	02	05
4. Subtotal	44	02	22	68
5. None of the above	03	00	10	13
6. Subtotal	47	02	32	81
7. Nonrespondent	00	00	01	01
8. Total	47	02	33	82
9. Performance on this measure	93.62%	100%	66.67%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	81	98.78%
Satisfied	01	1.22%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	82
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	01
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	1,183
C. Total	1,184

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	1,184

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	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	$40	$0	$40
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	$40	$0	$40

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

Device Reassign/Repair/Refurbish and/or OEL
Type of AT Device	Number of Devices Reassigned/Refurbished and Repaired	Total Estimated Current Purchase Price	Total Price for Which Device(s) Were Sold	Savings to Consumers
Vision	08	$2,187	$0	$2,187
Hearing	04	$2,631	$0	$2,631
Speech Communication	31	$48,412	$0	$48,412
Learning, Cognition and Developmental	17	$1,838	$0	$1,838
Mobility, Seating and Positioning	737	$320,670	$0	$320,670
Daily Living	843	$75,111	$0	$75,111
Environmental Adaptations	26	$7,048	$0	$7,048
Vehicle Modification & Transportation	02	$1,851	$0	$1,851
Computers and Related	44	$18,254	$0	$18,254
Recreation, Sports and Leisure	14	$10,295	$0	$10,295
Total	1,726	$488,297	$0	$488,297

D. Anecdote

A woman contacted TRAID for a posterior walker for her child, who was having difficulty walking and getting around at home. Her child’s therapist wanted her to work on ambulating independently, so the woman was exploring what options were available. The TRAID staff looked at the therapist’s recommendations and were able to match a posterior walker to the needs of the child. She was very excited when the staff dropped off the walker and instructed her how to use it. The woman reached out a few months later and was eager to share that after following the instructions from the therapist her child’s mobility has greatly improved. They had greater mobility at home and the mother had seen her child’s independence and participation increase. The child was able to navigate their home and community outings much more easily. The mother wanted to thank the staff again for everything they did to assist her and mentioned that without their help she did not know if her child would be so mobile and independent.

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.	12	05	543	560
2. AT was only available through the AT program.	07	04	324	335
3. AT was available through other programs, but the system was too complex or the wait time too long.	45	02	187	234
4. Subtotal	64	11	1,054	1,129
5. None of the above	04	00	46	50
6. Subtotal	68	11	1,100	1,179
7. Nonrespondent	00	01	04	05
8. Total	68	12	1,104	1,184
9. Performance on this measure	94.12%	91.67%	95.47%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	1,014	85.64%
Satisfied	148	12.5%
Satisfied somewhat	02	0.17%
Not at all satisfied	00	0%
Nonrespondent	20	1.69%
Total Surveyed	1,184
Response rate %	98.31%

G. Notes:

Device Loan

Did your approved State Plan for this reporting period included conducting Short-Term Device Loans?

A. Short-Term Device Loans by Type of Purpose

Loans By Purpose
Primary Purpose of Short-Term Device Loan	Number
Assist in decision-making (device trial or evaluation)	2,030
Serve as loaner during service repair or while waiting for funding	88
Provide an accommodation on a short-term basis for a time-limited event/situation	635
Conduct training, self-education or other professional development activity	31
Total	2,784

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	1,785	642	2,427
Family Members, Guardians, and Authorized Representatives	169	61	230
Representative of Education	45	24	69
Representative of Employment	01	02	03
Representatives of Health, Allied Health, and Rehabilitation	20	13	33
Representatives of Community Living	10	11	21
Representatives of Technology	00	01	01
Total	2,030	754	2,784

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	60

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	19	17	36
Hearing	19	08	27
Speech Communication	284	45	329
Learning, Cognition and Developmental	117	19	136
Mobility, Seating and Positioning	1,276	452	1,728
Daily Living	813	295	1,108
Environmental Adaptations	32	21	53
Vehicle Modification and Transportation	01	00	01
Computers and Related	131	99	230
Recreation, Sports and Leisure	42	08	50
Total	2,734	964	3,698

E. Anecdote

A participant was referred to TRAID by an Advocacy Specialist. The participant had requested some accommodations from the local college, but she did not receive them. The participant had significant hearing loss and wore hearing aids, but she still couldn't understand the professor. Traditionally, an FM transmitter would be recommended for this situation, which the college tried to provide. This circumstance was different because her classrooms were in the old engineering buildings and there was interreference due to the way they had been constructed. As a result, the FM transmitter did not work. The TRAID staff did some research into alternative options and found the Opticon Clip. This device is a blue-tooth microphone that the teacher wears and connects directly to the participant’s hearing aids. The participant reported that the device worked great, and she didn’t even need to use an AI transcriber anymore.

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	179	25	1,667	1,871
Decided that an AT device/ service will not meet needs	16	09	25	50
Subtotal	195	34	1,692	1,921
Have not made a decision	27	05	24	56
Subtotal	222	39	1,716	1,977
Nonrespondent	27	01	25	53
Total	249	40	1,741	2,030
Performance on this measure	87.84%	87.18%	98.6%

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.	25	03	323	351
2. AT was only available through the AT program.	36	04	145	185
3. AT was available through other programs, but the system was too complex or the wait time too long.	15	03	109	127
4. Subtotal	76	10	577	663
5. None of the above	16	04	51	71
6. Subtotal	92	14	628	734
7. Nonrespondent	08	02	10	20
8. Total	100	16	638	754
9. Performance on this measure	82.61%	71.43%	91.88%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	2,505	89.98%
Satisfied	192	6.9%
Satisfied somewhat	09	0.32%
Not at all satisfied	02	0.07%
Nonrespondent	76	2.73%
Total Surveyed	2,784
Response rate %	97.27%

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	20
Hearing	05
Speech Communication	343
Learning, Cognition and Developmental	104
Mobility, Seating and Positioning	368
Daily Living	178
Environmental Adaptations	12
Vehicle Modification and Transportation	00
Computers and Related	24
Recreation, Sports and Leisure	10
Total # of Device Demonstrations	1,064

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	876	220	1,096
Family Members, Guardians, and Authorized Representatives	85	409	494
Representatives of Education	41	255	296
Representatives of Employment	02	00	02
Health, Allied Health, Rehabilitation	38	201	239
Representative of Community Living	21	08	29
Representative of Technology	01	01	02
Total	1,064	1,094	2,158

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	131
Service Provider	05
Vendor	87
Repair Service	00
Others	18
Total	241

D. Anecdote

A client who is hard of hearing visited her local TRAID Center to explore some hearing equipment devices that could notify her when someone was at the door, or if a smoke alarm was going off. The TRAID staff showed her five different systems and she felt that a Central Alert Wearable Notification System would best meet her needs. The TRAID staff discussed funding for devices such as this. She decided to trial the item, and in the meantime the staff noted that she would look into other sources for funding a device such as this if it met her needs after the loan ended.

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	294	10	480	784
Decided that an AT device/ service will not meet needs	03	01	50	54
Subtotal	297	11	530	838
Have not made a decision	82	02	98	182
Subtotal	379	13	628	1,020
Nonrespondent	05	03	36	44
Total	384	16	664	1,064
Performance on this measure	77.34%	68.75%	79.82%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	1,966	91.1%
Satisfied	146	6.77%
Satisfied somewhat	22	1.02%
Not at all satisfied	08	0.37%
Nonrespondent	16	0.74%
Total	2,158
Response rate %	99.26%

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.	41	09	870	920
2. AT was only available through the AT program.	80	09	485	574
3. AT was available through other programs, but the system was too complex or the wait time too long.	63	05	298	366
4. Subtotal	184	23	1,653	1,860
5. None of the above	23	04	107	134
6. Subtotal	207	27	1,760	1,994
7. Nonrespondent	08	03	15	26
8. Total	215	30	1,775	2,020
9. Performance on this measure	58.45%	64.29%	76.77%	74.7%
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	473	35	2,147	2,655
Decided that an AT device/ service will not meet needs	19	10	75	104
Subtotal	492	45	2,222	2,759
Have not made a decision	109	07	122	238
Subtotal	601	52	2,344	2,997
Nonrespondent	32	04	61	97
Total	633	56	2,405	3,094
Performance on this measure	81.19%	81.82%	93.36%	90.73%
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	99.29%	95%	Met
Response Rate	98.20%	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	2,200
Family Members, Guardians and Authorized Representatives	722
Representatives of Education	1,524
Representatives of Employment	85
Rep Health, Allied Health, and Rehabilitation	1,629
Representatives of Community Living	440
Representatives of Technology	1,108
Unable to Categorize	121
TOTAL	7,829

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
7,563	266	00	7,829

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	6,131
AT Funding/Policy/ Practice	70
Combination of any/all of the above	728
Information Technology/Telecommunication Access	80
Transition	820
Total	7,829

C. Description of Educational/Training Activities

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

The TRAID Director and staff from the Westchester Institute for Human Development presented on AAC and communication devices, the importance of sexual education and empowering individuals with disabilities to understand their boundaries and comfort levels, and resources for individuals to utilize. The session was part of the Justice Center’s Annual Summit and provide information on the newest Alternative Augmentative Communication (AAC) technology. This technology can help people who are non-speaking communicate medical and personal needs, including health concerns and abuse. Attendees attended virtually from across New York and over 300 individuals were in attendance. The response from attendees was very positive and some questions included recommendations for AAC apps, best ways to utilize the technology, and requests for additional resources.

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

TRAID participated in a webinar hosted by the Housing and Services Resource Center that highlighted a partnership between the New York State (NYS) Council on Developmental Disabilities (CDD), the Westchester Institute for Human Development (WIHD), the NYS TRAID Assistive Technology Program, and local partners across New York. This training explored how the community living options for people with developmental disabilities could be expanded through increased access to AT. With funding from the NYS CDD, WIHD piloted a three-year project that has connected people with developmental disabilities with needed AT to support independent living. WIHD assessed individual needs, supplied appropriate AT, provided technical assistance, and evaluated the impact of the AT. This training focused on the wide range of AT currently available and how it can be used to make a home accessible. Presenters from New York detailed how their cross-sector partnership was formed, what unique perspective each member brought to the team, and best practices and lessons learned from their pilot program. The speakers also provided information on what funding and resources might be available to support increased access to AT. Over 720 people attended virtually from across the country.

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

The University at Buffalo held a training titled "AI for Good" that included a student competition to ideate and develop an AI system to solve a problem that will lead to improvements in society and individual well-being. The event was in collaboration with Accessibility Resources at UB, and had a focus on accessibility and communication. Erin Brunelle provided a training about digital accessibility that included information about AT, accessibility, and usability, the W3C WCAG standards, user examples of alternative computer access options, and information about the TRAID program. The event was held in-person at UB. There were 50 individuals in attendance.

D. IT/Telecommunications Educational/Training Activity Performance Measure

IT/Telecommunications Educational/Training Activity Performance Measure
Outcome/Result From IT/Telecommunications Educational/Training Activities Received	Number
IT and Telecommunications Procurement or Dev Policies	30
Training or Technical Assistance will be developed or implemented	50
No known outcome at this time	00
Nonrespondent	00
Total	80
Performance Measure Percentage	100%
ACL Target Percentage	70%
Met/Not Met	Met

E. Notes:

Technical Assistance

A. Frequency and Nature of Technical Assistance

Technical Assistance by Recipient Type
Education	40%
Employment	03%
Health, Allied Health, Rehabilitation	17%
Community Living	39%
Technology (IT, Telecom, AT)	01%
Total	100%

B. Description of Technical Assistance

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

Staff at the lower Hudson Valley TRAID Center have worked with staff at a local disability services agency to put a training program into place that prepares new staff to work with individuals who use Alternative Augmentative Communication (AAC) or Speech Generating Devices (SGD.) This training curriculum was developed to assist new staff with learning as much as they could to understand the communication needs of the individuals that reside in group homes at the agency. In addition to providing training to the new staff at the agency, the plan developed by the TRAID staff also included troubleshooting mechanical and technical issues that might arise when someone uses an AAC or SGD device. The staff also provided counseling regarding functional ways to integrate AAC into residents' daily routines. This is an ongoing project and curriculum with a goal of helping direct support staff at group homes be able to develop a repour with the individuals they serve.

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

Staff from the lower Hudson Valley TRAID program continues to work with a school district in their region to ensure that students have insurance funded Alternative Augmentative Communication (AAC) systems before they leave high school. The TRAID staff met continue to meet with speech therapists on the high school team as well as the lead speech therapist. They continue to work together to update the processes in place where students in their second to last year of high school receive a referral for an AAC evaluation through Medicaid. This process ensures that necessary devices can be acquired the year before the students’ final year of high school. This will provide the students and therapists a year of transition training and ensure that a device in place when high school transition occurs. New and additional vocabulary files can be customized and added, and the students have time to receive training on how to manage the operational functions of the new device. This process with help

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. The TRAID Director and staff from the Center for Assistive Technology at the University at Buffalo attended Harrison's Playmakers in Buffalo, NY. This event was an annual Sports Camp that provided an opportunity for children and young adults to participate in accessible activities like golf, football drills, and more. In this 8th Annual event, volunteers from across NY came together to support the attendees, and the TRAID representatives brought several pieces of equipment for the attendees to use. This included a Flaghouse Overcomer, which is an adaptive device that can be used to hold a baseball bat, tennis racquet, golf club, and more by individuals who use wheelchairs or need assistance with swinging. Additionally, there was an adaptive baseball, baseball gloves, and kickballs so that the participants could pick what they preferred. The attendees had a lot of fun, and many wanted to keep playing even after the event ended. Many people took pictures of the Overcomer and expressed their interest in and happiness with TRAID being in attendance. It was an opportunity for people to learn about assistive technology in a fun setting while learning about other ways that it can help people at school and at home.

2. The TRAID Director and staff from across New York participated in Get Outdoors and Get Together Day, a yearly event that "bring(s) people of all abilities, ages, identities, and backgrounds together for fun, healthful activities as part of the Governor's initiative to Get Offline, Get Outside, and to ensure inclusivity of access to state public lands." Through a partnership with the NYS Parks Department, Department of Environmental Conservation, Office for People with Developmental Disabilities, Office of Mental Health, Department of Veterans' Services, and Office of the Chief Disability Officer, dozens of DEC and PARKS sites were staffed with volunteers who could show individuals with disabilities a variety of outdoor accessible activities. TRAID staff were present in Albany, Chenango Valley, and Saratoga Springs NY, and brought a variety of AT equipment for people to learn about and try. Devices included an adaptive basketball, soccer ball, velcro mitts, a robot companion cat, an adaptive kayak, and gardening tools. The attendees were happy to try out the equipment and many expressed their happiness at learning that TRAID was an available resource. Between all of the location over 375 people attended.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	184	41	225
Family Members, Guardians and Authorized Representatives	746	234	980
Representative of Education	448	132	580
Representative of Employment	149	01	150
Representative of Health, Allied Health, and Rehabilitation	528	82	610
Representative of Community Living	126	95	221
Representative of Technology	192	253	445
Unable to Categorize	16	23	39
Total	2,389	861	3,250

Referral Types:

New York’s TRAID program has been actively increasing its public awareness presence at large events where AT users and borrowers from diverse service settings may be in attendance. These include local and state sponsored resource fairs, employment conferences, and family focused community events. Some examples this year where we had meaningful interactions with a variety of stakeholders include tabling at the DREAM event in New York State’s capitol. TRAID has attended statewide events like Get Outdoors and Get Together Day and the NY State Fair, where individuals can learn about assistive technology services in a fun environment. Other examples of events where individuals were provided information on AT services include DisABILITY Awareness Day, hosted by the St. Regis Mohawk Tribe and Tribal VR as well as Harrison’s Playmakers, an event that focuses on recreation for children with disabilities. Referrals are sent in from a variety of sources, including but not limited to the Department of Labor, Offices for the Aging, and various Independent Living Centers.

Referral Sources:

The majority of referrals to the TRAID centers come from the network of providers and programs connected to the funding streams of the New York State agencies with whom the Justice Center has a Memorandums of Understanding. These include the State Education Department (ACCES-VR) and the Department of Health (Early Intervention and Money Follows the Person.) There are 62 counties in NY, and each is covered by one of the twelve TRAID Centers. The MOUs with the state partners and funding sources require at least quarterly contact with key stakeholders in each TRAID region, such as vocational rehabilitation counselors and Early Intervention Officials. This contact focuses on the development of relationship that facilitate collaboration between TRAID Centers and local service providers for outreach strategies, in-demand devices to purchase, and training opportunities. Other referrals to TRAID include state and local disability and aging related agencies like the Offices for the Aging, Independent living centers, and local schools/the State Education Department.

Notes:

Coordination/Collaboration and State Improvement Outcomes

Overview of Coordination/Collaboration Activities

Outreach was conducted with the State Education Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

TRAID Centers across New York regularly meet with individual school districts and educators to provide trainings and resources related to assistive technology. These educational events sometimes lead to regional initiatives while others target needs of specific school districts. Additionally, a representative from the State Education Department serves on the advisory council and offers suggestions for service delivery.

Outreach was conducted with the Vocational Rehabilitation 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?

In the previous year there has been a continued statewide effort to connect regional The Adult Career and Continuing Education Services-Vocational Rehabilitation (ACCES-VR) offices with TRAID staff across the 12 catchment areas to build relationships and to gain a better understanding of how the two entities can combine efforts to better serve individuals. Some of the TRAID staff participate in ACCES-VR orientations. Other TRAID staff have had meetings to provide education and suggestions for the best ways for ACCES-VR counselors to refer customers to TRAID. This partnership is ongoing, and a 5-year Memorandum for Understand was updated at the end of the data year. The new agreement will also be for 5 years and allows for increased spending flexibility and more specifications on the types of referrals that ACCES-VR will provide to TRAID staff to support job seekers. This partnership allows TRAID to be able to purchase AT in high demand by students and job seekers and target outreach and education to the ACCES-VR network.

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?

ACCES-VR program provides funding to TRAID to support job seekers who will benefit from assistive technology and other support to obtain or maintain successful employment. This partnership between Access-VR and TRAID requires TRAID staff to provide and report on the number of device loans, demonstrations, and trainings that supported individuals related to employment. For the data year there were 203 ACCES-VR loans, 27 demonstrations, and 34 reutilization activities documented. TRAID continues to serve as a representative on the State Rehabilitation Council, providing feedback to the state vocational rehabilitation agency.

2.a Please include URL for initiative if available

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

Education, Employment, Transition (school to work or congregate care to community), Information and Communication Technology/Remote Connectivity,

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

Device Loan, Demo, Reuse, Training, Information & Assistance, Public Awareness, Technical Assistance,

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

TRAID Centers routinely provide outreach to nursing home and aging network staff. They regularly do trainings on best practices on transitioning out of nursing homes and participate in resource fairs and community outreach opportunities. Additionally, a representative from the NYS Office for the Aging serves on the advisory council and offers suggestions for service delivery.

Outreach was conducted with the Medicaid Agency *

Yes

Was collaboration implemented? *

Yes

Regional TRAID staff have provided resources and education to families, facility staff, and people interested in assistive technology for themselves. Five of the TRAID Centers are located within Independent Living Centers, so they are able to provide additional referrals inhouse. In the current data year there were 2,266 loans, 414 demonstrations, and 878 reutilization activities documented. This initiative is ongoing and in 2025 the Memorandum of Understanding (MOU) with MFP was renewed for another 5 years. This updated MOU allows for additional spending flexibility as well as a new benchmark to help individuals transition out of long-term care facilities.

2.a Please include URL for initiative if available

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

Housing/Home Automation, Community Participation and Integration, Health, Aging, Transition (school to work or congregate care to community), Aging and Disability Network/No Wrong Door, Information and Communication Technology/Remote Connectivity,

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

Device Loan, Demo, Reuse, State Financing, Training, Information & Assistance, Public Awareness, Technical Assistance,

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	$20,000	State Financing	True
Public/State Agency	$174,000	Reuse	True
Public/State Agency	$185,000	Device Loan	True
Public/State Agency	$130,000	Training	True
Public/State Agency	$175,000	Demonstration	True
Public/State Agency	$70,000	Technical Assistance	True
Public/State Agency	$100,000	Public Awareness, I&A	True
	Amount: $854,000

For any leveraged funding reported above for which data could not be reported, please describe the extenuating circumstances that precluded data from being reported and efforts to remediate the situation in future reporting periods.

B. Public Health Workforce Grant Award

All Section 4 AT Act grantees were awarded $80,000.00 in supplemental Public Health Workforce grant funding to increase the number of positions within the disability and aging network for public health professionals. Please document below the cumulative status of these funds, FY22 through FY25, as a final closeout report.

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

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

$80,000.00

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

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

No FTEs were added for the TRAID ATPH project. The funds were used to develop a training that was implemented by all 12 regional TRAID Centers to educate and support staff that works with people with disabilities to better understand telehealth accessibility.

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).