National Assistive Technology Act Data System

Annual Progress Report - Full Report

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Texas 2025

General Information

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

State AT Program Title:

Texas Technology Access Program

State AT Program Title:

State AT Program URL

https://ttap.disabilitystudies.utexas.edu/

Mailing Address:

10100 Burnet Rd. Bldg. 137 Ste 1.154 MC L4000

City:

Austin

State:

Zip Code:

78758

Program Email:

ttap@utexas.edu

Phone:

512-232-0740

TTY:

1-800-735-2988

Lead Agency

Agency Name:

Texas Center for Disabiltiy Studies, The University of Texas at Austin

Mailing Address:

10100 Burnet Rd. Bldg. 137 Ste 1.154 MC L4000

City:

Austin

State:

Zip Code:

78758

Program URL:

https://disabilitystudies.utexas.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):

Standridge, Angela

Title:

Director, Texas Technology Access Program

Phone:

512-232-0751

E-mail:

astandridge@austin.utexas.edu

Program Director at Lead Agency (last, first):

Magna, Sandy

Title:

Executive Director, TCDS, University of Texas

Phone:

512-232-9216

E-mail:

smagana@austin.utexas.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):

Sarah Reedy, CRA

Title:

Associate Director Office of Sponsored Projects

Phone:

512-471-6424

E-mail:

osp@austin.utexas.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?

Yes

Loan Applications
	Metro RUCC 1-3	Non-Metro RUCC 4-9	Total
	Area of Residence		Total
Approved Loan made	00	00	00
Approved Not made	11	02	13
Rejected	07	01	08
Total	18	03	21

2. Income of Applicants to Whom Loans Were Made

Lowest/Highest Incomes
Lowest Income:	$0	Highest Income:	$0

Average Income
Sum of Incomes	Loans Made	Average Annual Income
$0	00	$0

Number and Percentage of Loans Made to Applicants by Income Range
	$15,000 or Less	$15,001- $30,000	$30,001- $45,000	$45,001- $60,000	$60,001- $75,000	$75,001 or More	Total
	Income Ranges						Total
Number of Loans	00	00	00	00	00	00	00
Percentage of Loans	0%	0%	0%	0%	0%	0%	100%

3. Loan Type

Loan Type
Type of Loan	Number of Loans	Percentage of loans
Revolving Loans	00	0%
Partnership Loans
Without interest buy-down or loan guarantee	00	0%
With interest buy-down only	00	0%
With loan guarantee only	00	0%
With both interest buy-down and loan guarantee	00	0%
Total	00	100%

Loan Type Summary
Type of Loan	Number of Loans	Dollar Value of Loans
Revolving Loans	00	$0
Partnership Loans	00	$0
Total	00	$0

4. Interest Rates

Interest Rates
Lowest	0%
Highest	0%

Interest Rate Summary
Sum of Interest Rates	Number of Loans Made	Average Interest Rate
00	00	0%

Number of Loans Made by Interest Rate
Interest Rate	Number of loans
0.0% to 2.0%	00
2.1% to 4.0%	00
4.1% to 6.0%	00
6.1% to 8.0%	00
8.1% - 10.0%	00
10.1%-12.0%	00
12.1%-14.0%	00
14.1% +	00
Total	00

5. Types and Dollar Amounts of AT Financed

Types and Dollar Amounts of AT Financed
Type of AT	Number of Devices Financed	Dollar Value of Loans
Vision	00	$0
Hearing	00	$0
Speech communication	00	$0
Learning, cognition, and developmental	00	$0
Mobility, seating and positioning	00	$0
Daily living	00	$0
Environmental adaptations	00	$0
Vehicle modification and transportation	00	$0
Computers and related	00	$0
Recreation, sports, and leisure	00	$0
Total	00	$0

6. Defaults

Defaults
Number Loans in default	00
Net loss for loans in default	$0

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

1. Overview of Activities Performed

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

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)	19
B. Non-Metro (RUCC 4-9)	1
C. Total Served	20

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	20

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	2	$600
Hearing	1	$300
Speech communication	2	$600
Learning, cognition, and developmental	0	$0
Mobility, seating and positioning	0	$0
Daily living	0	$0
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	15	$3,750
Recreation, sports, and leisure	0	$0
Total	20	$5,250

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)	139
B. Non-Metro (RUCC 4-9)	101
C. Total Served	240

Performance Measure
D. Excluded from Performance Measure	0
E. Number of Individuals Included in Performance Measures	240

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	0	$0	$0	$0
Hearing	0	$0	$0	$0
Speech communication	27	$6,000	$0	$6,000
Learning, cognition, and developmental	100	$200	$0	$200
Mobility, seating and positioning	100	$150	$0	$150
Daily living	5	$25	$0	$25
Environmental adaptations	0	$0	$0	$0
Vehicle modification and transportation	0	$0	$0	$0
Computers and related	0	$0	$0	$0
Recreation, sports, and leisure	8	$50	$0	$50
Total	240	$6,425	$0	$6,425

D. Anecdote

From a Consumer: I wanted to tell you about the impact your professional development sessions at ASHA, TSHA, Viva la Vida with AT, and the 3D printing Padlet have had on my practice and students. I work at the transition center in my district - we have several different transition center programs for disabled students over 18. One of our programs is called LEAP and it is focused on preparing students for competitive employment. Last year I was inspired by your efforts to obtain a 3D printer and maintenance materials for a twofold purpose 1) to support my AT team with printing assistive tech for students across the district, and 2) to provide my LEAP students with a new job skill: 3D printing. My adult students who struggled to talk to each other and had little interest in much other than their phones transformed over the school year into teammates who researched new printing projects together during free time at school and found a way to meet up over the summer to 3D print a fun project at their local library. I have been able to provide their speech therapy services in the context of a volunteer job site/3D printing lab, with opportunities to work on the various social and problem-solving skills reflected in their IEP goals in real time teamwork situations, while also saving time and money on providing students with 3D printed AT like keyguards, reading bars, and utensil cuffs. It's truly been a win-win situation for the AT team and our transition students, and I am grateful for all the time, effort, and resources you've put into getting the word out about 3D printing AT!

Impact Area Education Employment Community Living

TTPA was able to 3D print a key holder/gripper so a young adult with a physical disability could lock and unlock their apartment door.

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	12	00	12
2. AT was only available through the AT program.	69	54	05	128
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	69	66	05	140
5. None of the above	17	05	00	22
6. Subtotal	86	71	05	162
7. Nonrespondent	58	39	01	98
8. Total	144	110	06	260
9. Performance on this measure	47.92%	60%	83.33%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	108	41.54%
Satisfied	42	16.15%
Satisfied somewhat	09	3.46%
Not at all satisfied	03	1.15%
Nonrespondent	98	37.69%
Total Surveyed	260
Response rate %	62.31%

G. Notes:

Despite due diligence to get the word out, we were not able to make a loan this year. Several people qualified, and were accepted, but elected not to take the loans. The main reason provided is not willing to take on risk in the current economic environment.

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	2,689
C. Total	2,690

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	2,690

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	01	$5,000	$0	$5,000
Learning, Cognition and Developmental	00	$0	$0	$0
Mobility, Seating and Positioning	00	$0	$0	$0
Daily Living	00	$0	$0	$0
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	$5,000	$0	$5,000

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	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	2,936	$493,778	$0	$493,778
Daily Living	2,840	$398,294	$0	$398,294
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	5,776	$892,072	$0	$892,072

D. Anecdote

Earlier this year, Maria, a woman in her 60s, had her power wheelchair stolen from outside her home. Because Medicare had already provided one several years ago, she was denied coverage for a replacement. With no other options, she purchased a used chair from Goodwill — one that was broken, not sanitized, and unsafe to use. When Maria found ProjectMEND, she came to us frustrated and uncertain where to turn. Our team evaluated her needs and provided a properly refurbished power chair, fully sanitized and fitted to her mobility requirements. Within days, she regained her independence and peace of mind — a powerful reminder of how ProjectMEND fills the gaps when others can’t. Eight-year-old Ethan was born with a complex mobility condition that made everyday movement increasingly difficult. His parents, already stretched thin with medical expenses, couldn’t afford the specialized pediatric wheelchair he needed — and without insurance, the cost was impossible to cover. Through ProjectMEND, Ethan received a perfect wheelchair designed for his safety and independence. For the first time, he could move freely alongside his classmates and family. For his parents, it meant relief, gratitude, and hope — knowing their son finally had the mobility support he deserved.

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.	37	55	2,598	2,690
2. AT was only available through the AT program.	00	00	00	00
3. AT was available through other programs, but the system was too complex or the wait time too long.	00	00	00	00
4. Subtotal	37	55	2,598	2,690
5. None of the above	00	00	00	00
6. Subtotal	37	55	2,598	2,690
7. Nonrespondent	00	00	00	00
8. Total	37	55	2,598	2,690
9. Performance on this measure	100%	100%	100%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	1,391	51.71%
Satisfied	307	11.41%
Satisfied somewhat	88	3.27%
Not at all satisfied	43	1.6%
Nonrespondent	861	32.01%
Total Surveyed	2,690
Response rate %	67.99%

G. Notes:

It is notable that our subcontractor, ProjectMend, stepped up to the plate when the July 2025 floods affected central Texas. Most of the affected areas were rural and many older Texans with limited incomes lost their durable medical equipment. ProjectMend was loaded and ready to go the next day and continued to support the area through the next few months, even coordinating with FODAC to reach areas further out that were affected such as Abilene. ProjectMend added: This year, our program reached 61 counties across Texas, extending our impact even further into rural and underserved areas. We distributed more than 6,200 pieces of medical equipment — including hospital beds, wheelchairs, and other essential devices — to individuals and partner agencies throughout the state. In total, this equipment represented over $923,000 in value, helping thousands maintain safety, mobility, and independence. They additionally continued a commitment to sustainability by re/upcycling & redistributing.

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)	279
Serve as loaner during service repair or while waiting for funding	18
Provide an accommodation on a short-term basis for a time-limited event/situation	10
Conduct training, self-education or other professional development activity	26
Total	333

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	59	09	68
Family Members, Guardians, and Authorized Representatives	41	04	45
Representative of Education	48	09	57
Representative of Employment	09	00	09
Representatives of Health, Allied Health, and Rehabilitation	118	32	150
Representatives of Community Living	02	00	02
Representatives of Technology	02	00	02
Total	279	54	333

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	35

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	15	02	17
Hearing	11	05	16
Speech Communication	184	30	214
Learning, Cognition and Developmental	33	05	38
Mobility, Seating and Positioning	05	03	08
Daily Living	08	02	10
Environmental Adaptations	40	14	54
Vehicle Modification and Transportation	00	00	00
Computers and Related	17	07	24
Recreation, Sports and Leisure	09	03	12
Total	322	71	393

E. Anecdote

1.) A boy in a rural area of Texas borrowed an Obi Robot feeder to explore the possibilities of eating independently. The mother reported it worked great, and it was the first time she had ever been able to sit down to dinner with the family and not have to manage his feeding the entire time. TTAP helped secure funding through a local non-profit. The non-profit was so impressed, they also bought one for the boy to use at school. The school found the tool useful because the student did not require a one-on-one aide the entire lunch period, freeing up the staff to do other duties. The school found it so helpful, they bought additional plates and serve ware so other students could use the Obi during different lunch periods further promoting independence of students and effective time management for staff. This device loan resulted in better quality of life for the boy and family, developed independence skills for multiple students, and was more cost effective for the school district as staff could complete tasks other than feeding during the students' lunch. 2.) From a consumer: My son is 35 years old. J has cerebral palsy and is unable to move. J uses an Accent 1400 to be able to communicate with us. Sometimes his switches get broken and I call TTAP. In the last few years, TTAP lent me several switches and an Accent for my son. I cannot imagine how my son will be able to communicate without the switches and his Accent. Thank you for all your help throughout all these years!

$boy using Obi Robot to eat$

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	100	07	56	163
Decided that an AT device/ service will not meet needs	02	00	00	02
Subtotal	102	07	56	165
Have not made a decision	03	02	02	07
Subtotal	105	09	58	172
Nonrespondent	69	05	33	107
Total	174	14	91	279
Performance on this measure	90.19%	76.92%	94.67%

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.	14	03	04	21
2. AT was only available through the AT program.	01	00	01	02
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	15	03	05	23
5. None of the above	00	00	00	00
6. Subtotal	15	03	05	23
7. Nonrespondent	28	00	03	31
8. Total	43	03	08	54
9. Performance on this measure	100%	100%	100%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	174	52.25%
Satisfied	26	7.81%
Satisfied somewhat	02	0.6%
Not at all satisfied	01	0.3%
Nonrespondent	130	39.04%
Total Surveyed	333
Response rate %	60.96%

I. Notes:

Shipping costs have doubled in the last two years. TTAP ships almost all of our device loans due to Texas' large geographic size and we completely cover the cost. This greatly impacts the cost of maintaining this program. Additional Anecdotes: I have a high school student with a hearing impairment in X school district. He needed an amplified stethoscope for his science class at Austin Community College. The amplified stethoscope made it possible for him to listen to the patient's heartbeat. The amplified stethoscope was a game changer! Thank you TTAP! The lending process was fast, and the staff was reliable, and helpful! Thank you again for the opportunity to use these switches with my patient. He's an adult with a brain injury, and it was wonderful to show him and his family how he could engage in his environment despite his disability.

Device Demonstration

A. Number of Device Demonstrations by Device Type

Type of AT Device / Service	Number of Demonstrations of AT Devices / Services
Vision	33
Hearing	15
Speech Communication	82
Learning, Cognition and Developmental	18
Mobility, Seating and Positioning	13
Daily Living	11
Environmental Adaptations	03
Vehicle Modification and Transportation	00
Computers and Related	30
Recreation, Sports and Leisure	02
Total # of Device Demonstrations	207

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	188	19	207
Family Members, Guardians, and Authorized Representatives	06	61	67
Representatives of Education	09	25	34
Representatives of Employment	00	00	00
Health, Allied Health, Rehabilitation	00	01	01
Representative of Community Living	04	43	47
Representative of Technology	00	07	07
Total	207	156	363

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	11
Service Provider	17
Vendor	01
Repair Service	00
Others	13
Total	42

D. Anecdote

BridgingApps met with an adult client with a physical disability that affects the use of his right hand. He was working with the transition program at Easter Seals Greater Houston to find employment and wanted to learn of his assistive technology options for the workplace. He came to the BridgingApps assistive technology lab to trial Dragon Dictate on one of the TTAP computers as this was a program he had used in the past. He found that the software would not meet his needs and then asked about keyboards that would allow him to meet the requirements for his potential job. The BA digital navigator discussed one-handed keyboard options then requested the Tipy keyboard from TTAP for the client to trial. Once received, the client trialed the Tipy, loved it and asked for a short-term loan. He felt relieved that he had found a device that did exactly what he needed and loved the extensive training the developer offered on their website to get used to a one-handed keyboard. With the generous funding of Compudopt, BridgingApps was able to purchase the Tipy keyboard for this client and he has been practicing with the keyboard since to be prepared for his next job opportunity.

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	53	30	71	154
Decided that an AT device/ service will not meet needs	05	09	05	19
Subtotal	58	39	76	173
Have not made a decision	09	12	13	34
Subtotal	67	51	89	207
Nonrespondent	00	00	00	00
Total	67	51	89	207
Performance on this measure	86.57%	76.47%	85.39%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	218	60.06%
Satisfied	100	27.55%
Satisfied somewhat	27	7.44%
Not at all satisfied	06	1.65%
Nonrespondent	12	3.31%
Total	363
Response rate %	96.69%

G. Notes:

Several of our demonstration centers are education service centers. The ESCs often invite multiple school districts/students/professionals to an "AT Demo Day" where they put the tools out and any/all can try them.

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.	51	70	2,602	2,723
2. AT was only available through the AT program.	70	54	06	130
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	121	124	2,608	2,853
5. None of the above	17	05	00	22
6. Subtotal	138	129	2,608	2,875
7. Nonrespondent	86	39	04	129
8. Total	224	168	2,612	3,004
9. Performance on this measure	57.89%	73.81%	99.96%	95.55%
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	153	37	127	317
Decided that an AT device/ service will not meet needs	07	09	05	21
Subtotal	160	46	132	338
Have not made a decision	12	14	15	41
Subtotal	172	60	147	379
Nonrespondent	69	05	33	107
Total	241	65	180	486
Performance on this measure	88.89%	76.67%	89.19%	87.11%
ACL Performance Measure				90%
Met/Not Met				Not Met

Overall Satisfaction Rating

Customer Rating of Services	Percent	ACL Target	Met/Not Met
Highly satisfied and satisfied	92.97%	95%	Not Met
Response Rate	69.80%	90%	Not 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	104
Family Members, Guardians and Authorized Representatives	104
Representatives of Education	264
Representatives of Employment	00
Rep Health, Allied Health, and Rehabilitation	50
Representatives of Community Living	15
Representatives of Technology	00
Unable to Categorize	801
TOTAL	1,338

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
1,133	175	30	1,338

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	985
AT Funding/Policy/ Practice	00
Combination of any/all of the above	276
Information Technology/Telecommunication Access	40
Transition	37
Total	1,338

C. Description of Educational/Training Activities

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

TTAP provided AT overview and disability awareness training for University of Texas' The Autism Consortium of Texas Leadership Education in Neurodevelopmental and Related Disabilities (ACT LEND) Program students, University of Texas' bachelors level nursing students, and Mary Hardin University bachelors level occupational therapy students.

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

TTAP co-sponsored training with Easter Seals Houston and Comudopt in Texas for 16 post-secondary young adults with disabilties who were in a variety of college, vocational, and work settings. Basic computer use/access training was completed, and laptops were permanently placed to facilitate academic and vocational pursuits. Participants can access ongoing technical assistance/training via Compudopt, Easter Seals, and TTAP.

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

TTAP has provided multiple education/trainings activities on AI and assistive technology, augmentative communication, and aging to a variety of audiences including higher education students in disability fields, professionals in disability fields, care givers, and people with disabilties. Additionally, we are engaged with several campuswide and statewide AI initiatives/research projects impacting people with disabilties that will further enhance these training offerings.

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	40
Training or Technical Assistance will be developed or implemented	00
No known outcome at this time	00
Nonrespondent	00
Total	40
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	75%
Employment	15%
Health, Allied Health, Rehabilitation	08%
Community Living	02%
Technology (IT, Telecom, AT)	00%
Total	100%

B. Description of Technical Assistance

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

Through our TAMALES Collaborative for makers (https://ttap.disabilitystudies.utexas.edu/tamales), TTAP facilitated connections between five K12 school districts and local maker/fabrication groups to create/hack items for students with disabilties. In three instances, the school districts' Career and Technology Engineering classes have been looped in and the high school engineering classes connected with the special education classrooms to meet real needs of real students in real time such as a proximity switch and, a "laser harp" activated by breaking laser beams with a gesture. Another serendipitous outcome is that one of the professors running a maker lab at the University of Texas is now offering a class on assistive technology and maker/fabrication applications growing the rehab engineers of the next generation.

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

TTAP continued to support the Texas Workforce Commission AT Specialists with monthly tech tips and monthly more in-depth tool-based training. Additionally, they attend our annual AT conference at no charge which has many transition/vocational sessions.

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. TTAP attended the Texas Library Conference (~5000 attendees). Initially, the target was ICT/Technology Accessibility support for aging and marginalized groups hoping to loop local libraries into supporting those needs. We did find that was a need and made some connections to begin supporting this concern. We also brought our 3D printed/maker items and one of our 3D printers and discovered many libraries are exploring and creating maker communities and they were very excited to learn about how to incorporate AT maker/fabrication items into their repertoire. Several of them joined our TAMLES Maker Collaboration (https://ttap.disabilitystudies.utexas.edu/tamales). We are returning this year and doing a session on this topic.

2. Texas hosts two Abilities Expos, one in Houston in August and one in Dallas in December. They continue to be our biggest events with about 10,000 attendees in Houston and 7,000 in Dallas.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	153	106	259
Family Members, Guardians and Authorized Representatives	84	04	88
Representative of Education	114	46	160
Representative of Employment	97	12	109
Representative of Health, Allied Health, and Rehabilitation	79	45	124
Representative of Community Living	45	03	48
Representative of Technology	00	00	00
Unable to Categorize	05	12	17
Total	577	228	805

Referral Types:

The vast majority of calls and email queries we get are from consumers "finding us on the internet". Another large chunk comes from partner referrals. TTAP is well connected and often collaborates with many entities in Texas that support people with disabilties and those who are aging. Our strongest partnerships are with Disability Rights Texas, The Governor's Committee for People with Disabilties, the 20 Education Service Centers across Texas, and the Texas Council for Developmental Disabilties. We also strategically select from the many outreach opportunities in the state such as the two Abilities Expos (Dallas and Houston), the Texas Library Conference, The Texas Workforce Conference, The Texas Aging Conference, and rotate on 3 year cycles the allied professions (speech pathology, occupational therapy, physical therapy, etc.) state professional organization conferences. We also host an annual conference, Viva La Vida with AT, with about 300 participants (and growing each year). All these activities support our referrals.

Referral Sources:

On average ~30% of our contacts come from education, ~30% caregivers and people with disabilties, ~20% for vocation/vocational rehab, ~10% medical, and 10% other.

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? *

The Texas Education Agency (TEA) does not directly support AT and is not interested in engaging TTAP. They do not have personnel who are knowledgeable about AT. We have tried repeatedly to establish collaborative ties. We DO collaborate regularly with the 20 Education Service Centers (ESCs) which are managed by TEA. They serve the 1225 Local Education Agencies and 900 charter schools in Texas. Several ESCs are TTAP Demo Centers. We have contracted with several ESCs for educations, training and t

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?

We engage The Texas Workforce Commission (TWC) Rehabilitation multiple times a month on several collaborative projects. We have entered into an MOU for 7 years to actively support AT provision in post-secondary and vocational settings. They participate in our conference, Viva La Vida with AT by vending, presenting, and sending TWC employees to attend. They also run the Older Individuals Who are Blind Program in Texas and we provide referrals. AT program grant funding is used to support this collaboration.

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?

Texas Workforce Commission has 29 AT Consultants that support the 28 TWC Regions and 260 Workforce Solutions local offices. We support those consultants by providing technical assistance, training, and education. We formally hold ~10 webinars focusing on AT a year and also join their monthly team meetings with AT updates and collaborative activities.

2.a Please include URL for initiative if available

https://www.twc.texas.gov/programs/vocational-rehabilitation

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

Education, Employment, Transportation, Transition (school to work or congregate care to community), Veterans, 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? *

Yes

With 254 counties, Texas has 29 ADRCs/AAAs. Many larger metro areas may include multiple counties/ADRCs and some collaborate regionally- especially for activities and events that occur at scale like disaster response. For these reasons, it is a bit difficult to touch every entity, and some are less receptive. TTAP has relationships with some ADRCs/AAAs. All of them are known to us and us to them as about once a year we do an overview of our services at one of their monthly virtual meetings. Periodically ADRCs/AAAs will reach out to us for a webinar or training for their staff or their constituents. They send us referrals and we send them referrals. TTAP staff sit on several aging advisories, tasks, forces, etc.

The ADRCs/AAAs we have worked with continue to seek our services. In those specific areas, we get many more information and assistance calls and device loan requests - especially the rural ones.

2.a Please include URL for initiative if available

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

Housing/Home Automation, Transportation, Community Participation and Integration, Recreation/Leisure, Health, Aging, Aging and Disability Network/No Wrong Door, Veterans, 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,

Outreach was conducted with the Medicaid Agency *

Why was outreach not conducted? *

Outreach was attempted but not reciprocated. We do provide referrals to various programs though Texas has limited supports and Texas HHS is often under staffed and experiences frequent turn over.

Additional Coordination/Collaboration activities

A. Coordination/Collaboration

We do informal activities and outreach with the Statewide Independent Living Council (SILC), a professional organization for the Centers for Intendent Living (CILs). Several CILs are TTAP Demo Centers.

The 27 CILs in Texas exercise quite a bit of independence and local control in Texas to be able to meet the needs of their specific consumers. It had been hard to "catch their attention". Connecting with SILC allowed us to more easily let all of the varied programs know about what we do and how we could help their clients. Referrals are provided in both directions.

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

Education; Employment; Housing / Home Automation; Transportation; Community Participation and Integration; Recreation / Leisure; Health; Aging; 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; Demonstration; Reuse; State Financing; Training; Information & Assistance; Public Awareness; Technical Assistance;

Overview of State Improvement Activities

State improvement outcomes are not required. You may report up to two MAJOR state improvement outcomes for this reporting period. How many will you be reporting?

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.

Two TTAP staff sit on a task force supporting Texas HHS in improving our No Wrong Door system.

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.)

This is an on going multi-year project. They are in year 2, beginning year 3. We have supported the project in editing materials, focusing branding and messaging, and providing feedback on materials/websites.

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

Community Living

Additional And Leveraged Funds

A. Leveraged Funding for State Plan Activities

Fund Source	Amount	Use of Funds	Data Reported
Public/State Agency	$15,000	Training	True
Private	$8,000	Device Loan	True
Private	$800	Device Loan	True
	Amount: $23,800

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.

The main focus of this position was to create and deliver training and provide supports for remotely accessing healthcare. This was a challenge during the COVID-19 pandemic and especially so for Texas' rural areas. Additionally, TTAP was able to increase outreach efforts with this position during and after the pandemic for all of our program offerings.

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).

Private leveraged funding was from formal fund raising via the University fundraising infrastructure (i.e. donations- we created a receiving account and acquired permission to add a donation link on our website), and return on investment from our conference, Viva La Vida with AT.