National Assistive Technology Act Data System

Annual Progress Report - Full Report

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Puerto Rico 2025

General Information

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

State AT Program Title:

Puerto Rico Assistive Technology Program (PRATP)

State AT Program Title:

State AT Program URL

www.pratp.upr.edu

Mailing Address:

PO Box 365067

City:

San Juan

State:

Puerto Rico

Zip Code:

00936

Program Email:

asistencia.tecnologica@upr.edu

Phone:

787-474-9999

TTY:

Lead Agency

Agency Name:

University of Puerto Rico (UPR)

Mailing Address:

Jardin Botanico Sur, 1187 Calle Flamboyan

City:

San Juan

State:

Puerto Rico

Zip Code:

00926

Program URL:

www.pratp.upr.edu

Implementing Entity

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

Name of Implementing Agency:

Mailing Address:

City

State:

Zip Code:

Program URL:

Program Director and Other Contacts

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

Hernandez-Maldonado, Maria M

Title:

Program Director

Phone:

787-474-7292

E-mail:

maria.hernandez17@upr.edu

Program Director at Lead Agency (last, first):

Hernandez Maldonado, Maria M

Title:

Program Director

Phone:

787-474-7292

E-mail:

maria.hernandez17@upr.edu

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

Title:

Phone:

E-mail:

Person Responsible for completing this form if other than Program Director

Name (last, first):

Title:

Phone:

E-mail:

Certifying Representative

Name (last, first):

Hernandez-Maldonado, Maria M

Title:

Program Director

Phone:

787-474-7292

E-mail:

maria.hernandez17@upr.edu

State Financing

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

Yes

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

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

1. Overview of Activities Performed

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

Activity 1

How would you describe this state financing activity?

Telecommunications equipment distribution

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

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

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	9

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

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number of Devices Funded	Value of AT Provided
Vision	0	$0
Hearing	0	$0
Speech communication	0	$0
Learning, cognition, and developmental	0	$0
Mobility, seating and positioning	0	$0
Daily living	14	$8,684
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	0	$0
Recreation, sports, and leisure	0	$0
Total	14	$8,684

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)	50
B. Non-Metro (RUCC 4-9)	0
C. Total Served	50

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	50

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	3	$64	$0	$64
Hearing	0	$0	$0	$0
Speech communication	7	$794	$5	$789
Learning, cognition, and developmental	0	$0	$0	$0
Mobility, seating and positioning	7	$5,082	$68	$5,014
Daily living	10	$3,952	$58	$3,894
Environmental adaptations	10	$2,231	$51	$2,180
Vehicle modification and transportation	0	$0	$0	$0
Computers and related	9	$2,015	$43	$1,972
Recreation, sports, and leisure	4	$1,551	$91	$1,460
Total	50	$15,689	$316	$15,373

D. Anecdote

Communication is a fundamental right. When senses such as hearing and vision are compromised, this process can become significantly limited. However, with the right tools and an individualized support plan, new communication pathways can be opened. Roberto, a middle-aged gentleman, decided to return to Puerto Rico and transfer his ICanConnect services. Upon contacting PRATP, he shared that the pandemic had further complicated his ability to learn and use technology. Although he owned a mobile device, he found it challenging to manage emails and communicate effectively. Through the ICanConnect program, PRATP identified his needs and developed a personalized support plan. This included updated equipment, software, and accessible teaching strategies. With these tools and the accompanying guidance, Roberto was able to build practical skills for managing his email more safely and confidently. Today, Roberto uses technology as a key resource to communicate more independently, strengthening both his personal and professional connections.

Impact Area Education Employment Community Living

Víctor is a 25-year-old man with multiple disabilities who greatly enjoys gentle massage-type stimulation on his head, especially when he is uncomfortable or restless. His family contacted the PRATP to explore the possibility of creating a device that could provide vibro-tactile stimulation to his head and that he could activate independently. Through PRATP’s Assistive Technology Design and Development initiative, a lightweight headband support was created with two small vibration micro-motors. When worn, the motors rest at the temples on both sides, but they can also be adjusted to stimulate other areas, such as the neck. The headband connects to a small box that houses the battery pack and an external switch port; this box is attached to the bed rail. At this time, Víctor’s most consistent voluntary movement is a slight upward lift of the little finger on his right hand. For this reason, a forearm platform with an adjustable support was designed to position a highly sensitive micro-switch just above his little finger. The switch connects directly to the battery box. After a few minor adjustments, Víctor was able to independently activate the vibrating headband by lifting his little finger. His smile upon feeling the stimulation was immediately noticeable. He continued activating the device whenever he was prompted and later began doing so on his own initiative—always showing a broad smile as he enjoyed the vibration.

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	00	00	13	13
2. AT was only available through the AT program.	00	00	46	46
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	59	59
5. None of the above	00	00	00	00
6. Subtotal	00	00	59	59
7. Nonrespondent	00	00	00	00
8. Total	00	00	59	59
9. Performance on this measure	NaN%	NaN%	100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	59	100%
Satisfied	00	0%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	59
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	00
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	195
C. Total	195

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	195

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	Total Estimated Current Purchase Price	Total Price for Which Device(s) Were Exchanged	Savings to Consumers
Vision	$0	$0	$0
Hearing	$0	$0	$0
Speech Communication	$0	$0	$0
Learning, Cognition and Developmental	$0	$0	$0
Mobility, Seating and Positioning	$0	$0	$0
Daily Living	$0	$0	$0
Environmental Adaptations	$0	$0	$0
Vehicle Modification & Transportation	$0	$0	$0
Computers and Related	$0	$0	$0
Recreation, Sports and Leisure	$0	$0	$0
Total	$0	$0	$0

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	06	$5,651	$0	$5,651
Hearing	00	$0	$0	$0
Speech Communication	08	$14,383	$0	$14,383
Learning, Cognition and Developmental	04	$1,754	$0	$1,754
Mobility, Seating and Positioning	193	$232,207	$143	$232,064
Daily Living	49	$7,985	$0	$7,985
Environmental Adaptations	05	$4,916	$37	$4,879
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	02	$238	$0	$238
Recreation, Sports and Leisure	00	$0	$0	$0
Total	267	$267,134	$180	$266,954

D. Anecdote

Luis is a man in his late fifties who has been facing the profound challenges of ALS. As the condition progressed, many aspects of his independence became harder to maintain. Yet, despite these changes, Rafael never lost his desire to connect with others. His communication device with eye-gaze device became his voice—his way to participate, express his thoughts, and remain present in the world around him. When his device broke, Luis suddenly found himself without the means to communicate. With limited resources, replacing it felt impossible, and the loss of his voice weighed heavily on him and his family. Through the PRATP’s reuse program, he received a refurbished device, opening the door once again for him to share his ideas, emotions, and daily experiences. For Luis, this was more than equipment—it was the return of a vital part of his independence and identity.

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.	02	02	134	138
2. AT was only available through the AT program.	01	00	35	36
3. AT was available through other programs, but the system was too complex or the wait time too long.	00	00	14	14
4. Subtotal	03	02	183	188
5. None of the above	00	00	00	00
6. Subtotal	03	02	183	188
7. Nonrespondent	00	00	07	07
8. Total	03	02	190	195
9. Performance on this measure	100%	100%	96.32%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	185	94.87%
Satisfied	00	0%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	10	5.13%
Total Surveyed	195
Response rate %	94.87%

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)	70
Serve as loaner during service repair or while waiting for funding	01
Provide an accommodation on a short-term basis for a time-limited event/situation	11
Conduct training, self-education or other professional development activity	05
Total	87

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	67	12	79
Family Members, Guardians, and Authorized Representatives	01	00	01
Representative of Education	00	00	00
Representative of Employment	00	00	00
Representatives of Health, Allied Health, and Rehabilitation	01	00	01
Representatives of Community Living	01	01	02
Representatives of Technology	00	04	04
Total	70	17	87

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	30

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	12	00	12
Hearing	01	02	03
Speech Communication	45	07	52
Learning, Cognition and Developmental	02	01	03
Mobility, Seating and Positioning	16	07	23
Daily Living	06	02	08
Environmental Adaptations	00	00	00
Vehicle Modification and Transportation	00	00	00
Computers and Related	01	00	01
Recreation, Sports and Leisure	07	02	09
Total	90	21	111

E. Anecdote

Miguel is a man in his mid-seventies living with Parkinson’s disease, a condition that has affected both his speech and his motor abilities, including walking. Before retiring, Miguel served as a pastor, and speaking was central to his identity and purpose. Through PRATP’s communication device demonstrations, he explored tablet-based options and discovered new ways to express himself. In the short term, Miguel benefited from a low-tech communication board through the reuse program, which helped him convey his thoughts and needs more effectively. With this tool, he began sharing a long-held dream: writing a book about medicinal plants in Puerto Rico. For Miguel, assistive technology became a pathway back to purpose, expression, and connection.

A man using a red wheelchair sits in a clinic or office setting while interacting with a tablet held by a woman standing in front of him. The man, wearing glasses, a gray polo shirt, and khaki shorts,

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	12	04	46	62
Decided that an AT device/ service will not meet needs	00	00	02	02
Subtotal	12	04	48	64
Have not made a decision	00	00	02	02
Subtotal	12	04	50	66
Nonrespondent	00	00	04	04
Total	12	04	54	70
Performance on this measure	100%	100%	96%

G. Acquisition Performance Measures

Acquisition Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	00	00	05	05
2. AT was only available through the AT program.	02	00	04	06
3. AT was available through other programs, but the system was too complex or the wait time too long.	03	00	03	06
4. Subtotal	05	00	12	17
5. None of the above	00	00	00	00
6. Subtotal	05	00	12	17
7. Nonrespondent	00	00	00	00
8. Total	05	00	12	17
9. Performance on this measure	100%	NaN%	100%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	80	91.95%
Satisfied	05	5.75%
Satisfied somewhat	01	1.15%
Not at all satisfied	00	0%
Nonrespondent	01	1.15%
Total Surveyed	87
Response rate %	98.85%

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	44
Hearing	06
Speech Communication	56
Learning, Cognition and Developmental	18
Mobility, Seating and Positioning	09
Daily Living	23
Environmental Adaptations	04
Vehicle Modification and Transportation	00
Computers and Related	08
Recreation, Sports and Leisure	05
Total # of Device Demonstrations	173

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	97	05	102
Family Members, Guardians, and Authorized Representatives	51	89	140
Representatives of Education	03	05	08
Representatives of Employment	00	00	00
Health, Allied Health, Rehabilitation	20	16	36
Representative of Community Living	02	00	02
Representative of Technology	00	00	00
Total	173	115	288

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	00
Service Provider	00
Vendor	03
Repair Service	00
Others	00
Total	03

D. Anecdote

A dedicated mother homeschooling her two children with disabilities sought support from PRATP to identify assistive technology that could enhance their learning. Through a personalized demonstration, her older son explored tools for reading, attention, and organization, while her younger son tried communication devices to support expressive language. The family received equipment on loan to test at home, helping them understand how each tool fit into their daily routines. The experience provided the mother with practical solutions and renewed confidence in her children’s progress and future.

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	46	14	95	155
Decided that an AT device/ service will not meet needs	00	00	01	01
Subtotal	46	14	96	156
Have not made a decision	03	00	05	08
Subtotal	49	14	101	164
Nonrespondent	01	04	04	09
Total	50	18	105	173
Performance on this measure	92%	77.78%	91.43%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	266	92.36%
Satisfied	03	1.04%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	19	6.6%
Total	288
Response rate %	93.4%

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.	02	02	152	156
2. AT was only available through the AT program.	03	00	85	88
3. AT was available through other programs, but the system was too complex or the wait time too long.	03	00	17	20
4. Subtotal	08	02	254	264
5. None of the above	00	00	00	00
6. Subtotal	08	02	254	264
7. Nonrespondent	00	00	07	07
8. Total	08	02	261	271
9. Performance on this measure	62.5%	100%	90.8%	90.04%
ACL Performance Measure				85%
Met/Not Met				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	58	18	141	217
Decided that an AT device/ service will not meet needs	00	00	03	03
Subtotal	58	18	144	220
Have not made a decision	03	00	07	10
Subtotal	61	18	151	230
Nonrespondent	01	04	08	13
Total	62	22	159	243
Performance on this measure	93.55%	81.82%	92.9%	92.05%
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	99.83%	95%	Met
Response Rate	95.23%	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	56
Family Members, Guardians and Authorized Representatives	117
Representatives of Education	1,688
Representatives of Employment	202
Rep Health, Allied Health, and Rehabilitation	165
Representatives of Community Living	324
Representatives of Technology	35
Unable to Categorize	06
TOTAL	2,593

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
2,507	84	02	2,593

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	2,217
AT Funding/Policy/ Practice	00
Combination of any/all of the above	173
Information Technology/Telecommunication Access	56
Transition	147
Total	2,593

C. Description of Educational/Training Activities

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

In May 2025, the Puerto Rico Department of Education partnered with the Puerto Rico Assistive Technology Program (PRATP) to strengthen assistive technology (AT) knowledge among professionals serving students with disabilities. In June 2025, PRATP conducted regional trainings for staff from the Special Education Service Centers (CSEE) across Puerto Rico. The sessions covered AT fundamentals, AT devices, and facilitated discussions to address professional needs and service barriers. Trainings were held in ten educational regions, reaching more than 100 professionals. As a result, participants gained practical skills to identify, select, and implement assistive technology tailored to individual student needs, thereby reinforcing a more inclusive and equitable educational system through interagency collaboration.

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

PRATP offered the webinar “Assistive Technology and the Transition to Postsecondary Education for Individuals with Blindness,” focused on how assistive technology supports students with visual impairments as they transition to university settings. The training addressed key assistive technology concepts, examples of devices and services, and the legal framework that protects students’ rights, while emphasizing transition planning based on students’ strengths and interests. The training engaged personnel from the Office of Services for Students with Disabilities (OSEI) within the University of Puerto Rico (UPR) system, as well as members of the general public. OSEI staff play a critical role in ensuring equal access and reasonable accommodations for students with disabilities by coordinating support services, facilitating access to assistive technology and accessible instructional materials, advising faculty, and ensuring compliance with federal and local disability laws. As a result of this training, UPR OSEI personnel strengthened their knowledge and practical capacity to identify assistive technology needs, support students with blindness during the transition to postsecondary education, and promote more accessible and inclusive university environments across the UPR system.

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

PRATP delivered a training on Accessibility Foundations in PowerPoint to staff from the Consortium for Clinical Research, a multidisciplinary collaborative network composed of researchers and professionals from academic, healthcare, and research institutions across Puerto Rico. The Consortium plays a key role in advancing clinical and translational research by supporting study design, participant recruitment, training, and dissemination of research findings. The training focused on essential accessibility principles for creating inclusive presentations, including proper slide structure, color contrast, readable fonts, alternative text for images, correct reading order, and accessible tables and charts. As a result of this training, Consortium personnel strengthened their capacity to develop accessible research materials and presentations, improved communication with diverse audiences, and promoted the inclusion of individuals with disabilities in clinical research activities. The training also supported compliance with accessibility standards and reinforced institutional efforts to ensure equitable participation and high-quality research practices.

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	25
Training or Technical Assistance will be developed or implemented	18
No known outcome at this time	03
Nonrespondent	10
Total	56
Performance Measure Percentage	76.8%
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	56%
Employment	21%
Health, Allied Health, Rehabilitation	01%
Community Living	14%
Technology (IT, Telecom, AT)	08%
Total	100%

B. Description of Technical Assistance

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

As part of its efforts to promote equitable access to information and technology, PRATP conducted a Law 63 accessibility evaluation at the Centro Educativo Tecnológico (CET) in the La Alhambra public housing community in Bayamón. The evaluation identified strengths and areas for improvement in assistive technology resources and computer accessibility. As a result, PRATP provided actionable recommendations to improve accessible configurations and the use of assistive technology, reducing barriers to information and learning for residents with disabilities. PRATP will continue expanding similar evaluations to additional public housing communities to support long-term digital inclusion.

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

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. During this reporting period, PRATP conducted a high-impact public awareness activity through participation in the nationally recognized television program Hoy Día on Telemundo Puerto Rico. This media appearance served as a strategic platform to increase public awareness about assistive technology (AT) alternatives that support independent living for individuals with disabilities, older adults, and their families. The segment focused on practical, real-world applications of assistive technology that promote autonomy, safety, and participation in daily activities. Emphasis was placed on how AT can be customized to meet individual needs, reduce reliance on caregivers, and support aging in place and community inclusion. The awareness information was disseminated through a live television broadcast and digital platforms associated with Hoy Día, reaching a broad, diverse audience across Puerto Rico. Hoy Día attracts viewers that include individuals with disabilities, family members, caregivers, service providers, and the general public. The televised format allowed complex AT concepts to be communicated in an accessible, relatable manner using everyday language and examples. As a result of this activity, PRATP increased visibility of its services and expanded public understanding of assistive technology as a viable and empowering option for independent living. The segment increased awareness of available AT resources in Puerto Rico and reinforced the message that technology can play a critical role in reducing barriers and improving quality of life.

2. During this reporting period, the Puerto Rico Assistive Technology Program (PRATP) participated in a public awareness interview on the radio program Encuentro con la Diversidad Funcional, broadcast by Radio Universidad of the University of Puerto Rico (WRTU 89.7 FM in San Juan and 88.3 FM in Mayagüez). This program serves as an educational platform focused on disability rights, inclusion, and community resources. The interview highlighted PRATP services and the role of assistive technology in supporting independence, education, employment, and community participation for individuals with disabilities across Puerto Rico. The discussion emphasized how PRATP connects individuals, families, and professionals to information, demonstrations, device loans, and guidance on selecting appropriate assistive technology solutions based on individual needs and goals. The awareness information was disseminated through live radio broadcasts reaching audiences in both metropolitan and western regions of the island, as well as through Radio Universidad’s digital platforms. The radio format allowed for in-depth discussion and direct communication with listeners, including individuals with disabilities, family members, advocates, educators, and service providers. The interview supported informed decision-making, encouraged individuals to seek assistance, and strengthened PRATP’s visibility as a trusted statewide resource for assistive technology and disability-related supports.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	369	02	371
Family Members, Guardians and Authorized Representatives	352	00	352
Representative of Education	82	00	82
Representative of Employment	07	00	07
Representative of Health, Allied Health, and Rehabilitation	44	00	44
Representative of Community Living	69	00	69
Representative of Technology	01	00	01
Unable to Categorize	07	02	09
Total	931	04	935

Referral Types:

The data indicate that PRATP’s outreach and dissemination efforts have had a significant impact on referrals to the program. Consumers learned about PRATP through multiple channels, including the program’s website and social media platforms, underscoring the importance of maintaining an active and accessible digital presence. In-person outreach activities also played a critical role in increasing awareness and access to services. The needs screening instrument distributed during outreach activities and at partner offices has proven to be an effective tool for helping participants identify and reflect on their assistive technology needs through guided questions, while also supporting engagement and timely follow-up by PRATP staff. Additionally, collaboration with rehabilitation agencies, educational institutions, and community-based organizations has strengthened the referral process, reflecting partner trust in PRATP’s services and contributing to expanded access across diverse communities.

Referral Sources:

The data demonstrate a broad and diverse network of sources supporting access to PRATP’s Information and Assistance services across Puerto Rico. Approximately 45% of consumers are referred to PRATP by external entities, practitioners, family members, or friends; 43% access services through public awareness and outreach activities; and 7% are returning or previous clients, reflecting strong partnerships, effective statewide outreach, and sustained consumer engagement. External referrals (45%) originate from a wide range of entities, practitioners, and personal networks with island-wide geographic reach. These include healthcare providers such as therapists, physicians, hospitals, specialized clinics, and therapy centers. Educational institutions and personnel—including the Puerto Rico Department of Education, University of Puerto Rico (UPR) campuses, private universities, private schools, teachers, professors, and disability services staff—also represent a significant portion of referrals, often as a result of prior PRATP trainings and ongoing professional collaboration. In addition, community-based organizations and nonprofit programs, as well as government and social service agencies, regularly refer individuals, ensuring access across urban, rural, and non-metropolitan areas. Referrals from family members, friends, neighbors, and personal networks play an important role, reflecting community trust in PRATP services and peer-to-peer dissemination of information. Public awareness and outreach activities (43%) represent another major pathway to PRATP services. Of these, approximately 60% originate from in-person outreach activities, such as information tables and the distribution of program materials at community events and partner sites. Twenty percent (20%) of outreach-related access results from information shared through social media platforms, and the remaining 20% comes from visits to PRATP’s website. The needs screening instrument distributed at outreach activities and partner offices has proven to be an effective tool for helping participants identify and reflect on their assistive technology needs through guided questions, while also facilitating engagement and follow-up with PRATP staff. Finally, previous or returning clients (7%) continue to seek Information and Assistance as their assistive technology needs evolve over time, reflecting consumer satisfaction, trust in PRATP services, and continuity of support across life transitions. Together, these referral sources provide PRATP with comprehensive statewide coverage and highlight ongoing opportunities to strengthen partnerships and expand awareness of assistive technology services across all geographies in Puerto Rico.

Notes:

Coordination/Collaboration and State Improvement Outcomes

Overview of Coordination/Collaboration Activities

Outreach was conducted with the State Education Agency *

Yes

Was collaboration implemented? *

Yes

1. As concisely as possible, describe the partnership initiative. What activities/services were provided? Who are the major collaborating organizations and what is their role? Who is served/benefited? What funding was used to implement the initiative?

Partnership Initiative Description (PRDE): PRATP partnered with the Puerto Rico Department of Education (PRDE) to strengthen the identification of and access to assistive technology (AT) for students with disabilities through PRDE’s Special Education Service Centers. The initiative emphasized early identification of AT needs and capacity building among PRDE personnel. Activities/Services Provided: Distribution of PRATP informational materials describing PRATP assistive technology services, along with an AT Needs Screening Form, to all PRDE Special Education Service Centers. Ongoing collaboration to deliver AT-focused training for PRDE personnel. Trainings addressed key AT areas, examples of commonly used school-based assistive technologies, and classroom-based AT devices aligned with each AT area. In addition, a needs assessment questionnaire was designed to guide the development of targeted activities based on the specific needs of personnel serving students with disabilities. Major Collaborating Organizations & Roles: PRATP: Provided AT expertise, outreach materials, screening tools, needs assessment instruments, and AT training. Puerto Rico Department of Education (PRDE) – Special Education Service Centers: Disseminated materials to families and professionals, supported identification of AT needs, and facilitated the integration of AT into educational and transition planning processes. Who Is Served/Benefited: Students with disabilities across Puerto Rico, particularly those transitioning to postsecondary education, employment, and independent living. Families and PRDE special education professionals supporting these students. Funding Used: Federal Assistive Technology (AT) Act funding.

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?

Measurable Results: As a result of the partnership with the Puerto Rico Department of Education (PRDE), PRATP achieved the following outcomes: Access to AT: All PRDE Special Education Service Centers were reached (10 total), covering the regions of Caguas, Morovis, San Juan, Mayagüez, Fajardo, Humacao, Ponce, Arecibo, Bayamón, and San Germán, achieving island-wide coverage. A total of 280 professionals working in these centers participated in the initiative. Program Reach: PRATP expanded its statewide reach by engaging Special Education Service Centers across Puerto Rico, enabling direct connections with 10 municipalities/regions through PRDE’s established service network. Lessons Learned: Early and structured needs assessment tools are effective in identifying training priorities and AT knowledge gaps among education professionals. Collaboration with established service centers facilitates efficient dissemination of AT information to families and professionals. Impact of Coordination/Collaboration: Access to AT improved through earlier identification of potential AT needs and more timely referrals to PRATP services. Awareness of AT increased as PRDE personnel gained exposure to AT areas, classroom-based examples, and practical applications relevant to students with disabilities. The partnership strengthened PRATP’s ability to reach students and families who may not have otherwise accessed AT services. Success Factors: Clear roles and responsibilities between PRATP and PRDE. Use of practical, school-based AT examples aligned with PRDE service delivery. Continuation of the Initiative: Provided funding and resources are available, PRATP plans to continue this initiative by expanding AT trainings to teachers providing services in Special Education schools, prioritizing schools located in underserved areas. Advice for Replication: Establish clear communication channels and defined roles at the outset. Use standardized screening and needs assessment tools to guide activities. Tailor training content to the specific context of the service system, particularly school and transition environments. As a result of the partnership with the Puerto Rico Department of Education (PRDE), PRATP achieved the following outcomes: Access to AT: All PRDE Special Education Service Centers were reached (10 total), covering the regions of Caguas, Morovis, San Juan, Mayagüez, Fajardo, Humacao, Ponce, Arecibo, Bayamón, and San Germán, achieving island-wide coverage. A total of 280 professionals working in these centers participated in the initiative. Program Reach: PRATP expanded its statewide reach by engaging Special Education Service Centers across Puerto Rico, enabling direct connections with 10 municipalities/regions through PRDE’s established service network. Lessons Learned: Early and structured needs assessment tools are effective in identifying training priorities and AT knowledge gaps among education professionals. Collaboration with established service centers facilitates efficient dissemination of AT information to families and professionals. Impact of Coordination/Collaboration: Access to AT improved through earlier identification of potential AT needs and more timely referrals to PRATP services. Awareness of AT increased as PRDE personnel gained exposure to AT areas, classroom-based examples, and practical applications relevant to students with disabilities. The partnership strengthened PRATP’s ability to reach students and families who may not have otherwise accessed AT services. Success Factors: Clear roles and responsibilities between PRATP and PRDE. Use of practical, school-based AT examples aligned with PRDE service delivery. Continuation of the Initiative: Provided funding and resources are available, PRATP plans to continue this initiative by expanding AT trainings to teachers providing services in Special Education schools, prioritizing schools located in underserved areas. Advice for Replication: Establish clear communication channels and defined roles at the outset. Use standardized screening and needs assessment tools to guide activities. Tailor training content to the specific context of the service system, particularly school and transition environments.

2.a Please include URL for initiative if available

N/A

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

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

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

Training,

Outreach was conducted with the Vocational Rehabilitation Agency *

Yes

Was collaboration implemented? *

Yes

PRATP collaborated with the Administración de Rehabilitación Vocacional (ARV) to strengthen accessibility and the effective use of assistive technology for individuals with visual impairments. The initiative included three training sessions on the use of the JAWS screen reader for staff from the Centros de Avalúo y Ajuste, as well as an accessibility and usability evaluation of ARV’s service platform to identify strategies for effective screen reader navigation. Major Collaborating Organizations and Roles: PRATP provided technical expertise, screen reader training, and accessibility evaluation of the agency’s service platform, including recommendations and training strategies to support an employee who uses a screen reader. ARV identified and selected participants based on their roles within the agency; all selected specialists participated in the training. ARV also provided access to the platform, reviewed the recommendations, and committed to an implementation process. Who Was Served/Benefited: ARV staff serving individuals with visual disabilities, and indirectly, consumers with visual impairments receiving vocational rehabilitation services. Funding Used: Assistive Technology Act (AT Act) funding.

Measurable Results and Lessons Learned: Staff demonstrated increased competency in using JAWS to support consumers with visual impairments. Assistive technology needs were identified across all ARV regions. Impact on Access to AT: ARV increased its capacity to support effective screen reader use, facilitating greater access to digital services for consumers with visual disabilities. Impact on Awareness of AT: ARV personnel showed increased awareness of the importance of accessible digital platforms and assistive technology in service delivery. Impact on Reach of the State AT Program: PRATP expanded its reach within vocational rehabilitation services by providing statewide support to ARV staff. What Made the Partnership Successful: Clear roles, targeted training, and direct application of assistive technology to ARV service systems. What Could Be Improved: Earlier integration of accessibility considerations during platform design and development. Continuation of the Initiative: Provided funding and resources are available, the initiative is expected to continue through ongoing training and technical assistance. Advice for Replication: Engage service agencies early and combine hands-on assistive technology training tailored to staff needs.

2.a Please include URL for initiative if available

N/A

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

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

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

Training, Technical Assistance,

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

As part of PRATP's outreach efforts, informational materials detailing the program's services were distributed to each agency's offices on the island. A Needs Assessment Screening Form for AT was included to help identify specific AT-related needs for individuals or groups. The decision not to establish a collaborative agreement with the Office od the Ombudsman for the Elderly (OPPEA) this year was primarily based on a strategic prioritization of efforts.

Outreach was conducted with the Medicaid Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

As part of PRATP's outreach efforts, informational materials detailing the program's services were distributed to the metro area agency's offices on the island. A Needs Assessment Screening Form for AT was included to help identify specific AT-related needs for individuals or groups. The decision not to establish a collaborative agreement with the Department of Health (which manages Medicaid in Puerto Rico) this year was primarily based on a strategic prioritization of efforts.

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
State Appropriations	$15,000	Technical Assistance	True
State Appropriations	$20,000	State Financing	True
State Appropriations	$60,000	Reuse	True
State Appropriations	$25,000	Device Loan	True
State Appropriations	$75,000	Public Awareness, I&A	True
State Appropriations	$30,000	Demonstration	True
State Appropriations	$55,000	Training	True
Private	$8,684	State Financing	True
	Amount: $288,684

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:

$0.00

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.

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).