Did your approved state plan for this reporting period include any State Financing? | No |
---|---|
Did your approved state plan for this reporting period include conducting a Financial Loan Program? | No |
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? | 00 |
---|
How many state financing activities that allow consumers to obtain AT at a reduced cost were included in your approved state plan? | 00 |
---|
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 00 | 00 | 00 | 00 |
2. AT was only available through the AT program. | 00 | 00 | 00 | 00 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 00 | 00 | 00 |
4. Subtotal | 00 | 00 | 00 | 00 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 00 | 00 | 00 | 00 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 00 | 00 | 00 | 00 |
9. Performance on this measure | NaN% | NaN% | NaN% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 00 | NaN% |
Satisfied | 00 | NaN% |
Satisfied somewhat | 00 | NaN% |
Not at all satisfied | 00 | NaN% |
Nonrespondent | 00 | NaN% |
Total Surveyed | 00 | |
Response rate % | NaN% |
Activity | Number of Individuals Receiving a Device from Activity |
---|---|
A. Device Exchange | 196 |
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan | 169 |
C. Total | 365 |
Performance Measure | |
---|---|
D. Device Exchange - Excluded from Performance Measure | 196 |
E. Reassignment/Refurbishment and Repair and Open Ended Loans - 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 |
F. Number of Individuals Included in Performance Measures | 169 |
If a number is reported in E you must provide a description of the reason the individuals are excluded from the performance measure:
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 | 09 | $5,150 | $1,265 | $3,885 |
Hearing | 09 | $3,230 | $1,216 | $2,014 |
Speech Communication | 41 | $44,375 | $9,125 | $35,250 |
Learning, Cognition and Developmental | 17 | $1,248 | $1,040 | $208 |
Mobility, Seating and Positioning | 38 | $46,400 | $12,685 | $33,715 |
Daily Living | 16 | $5,092 | $1,794 | $3,298 |
Environmental Adaptations | 08 | $1,800 | $594 | $1,206 |
Vehicle Modification & Transportation | 20 | $444,660 | $210,560 | $234,100 |
Computers and Related | 30 | $17,070 | $3,994 | $13,076 |
Recreation, Sports and Leisure | 08 | $5,272 | $1,589 | $3,683 |
Total | 196 | $574,297 | $243,862 | $330,435 |
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 | 28 | $2,214 | $0 | $2,214 |
Hearing | 00 | $0 | $0 | $0 |
Speech Communication | 47 | $6,981 | $0 | $6,981 |
Learning, Cognition and Developmental | 65 | $2,034 | $0 | $2,034 |
Mobility, Seating and Positioning | 02 | $256 | $0 | $256 |
Daily Living | 14 | $178 | $0 | $178 |
Environmental Adaptations | 13 | $561 | $0 | $561 |
Vehicle Modification & Transportation | 00 | $0 | $0 | $0 |
Computers and Related | 00 | $0 | $0 | $0 |
Recreation, Sports and Leisure | 00 | $0 | $0 | $0 |
Total | 169 | $12,224 | $0 | $12,224 |
A young nine year old boy with spastic cerebral palsy came into the office to consider different access for his augmentative alternative communication device and wheelchair. The family wanted to explore the possibility of two switch scanning prior to purchasing another switch. They borrowed a second switch and trialed it for six months. After receiving consultation and training they determined that it was not an effective choice for him.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 36 | 12 | 97 | 145 |
2. AT was only available through the AT program. | 01 | 03 | 12 | 16 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 00 | 08 | 08 |
4. Subtotal | 37 | 15 | 117 | 169 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 37 | 15 | 117 | 169 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 37 | 15 | 117 | 169 |
9. Performance on this measure | 100% | 100% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 09 | 2.47% |
Satisfied | 349 | 95.62% |
Satisfied somewhat | 05 | 1.37% |
Not at all satisfied | 02 | 0.55% |
Nonrespondent | 00 | 0% |
Total Surveyed | 365 | |
Response rate % | 100% |
Primary Purpose of Short-Term Device Loan | Number |
---|---|
Assist in decision-making (device trial or evaluation) | 955 |
Serve as loaner during service repair or while waiting for funding | 50 |
Provide an accommodation on a short-term basis for a time-limited event/situation | 36 |
Conduct training, self-education or other professional development activity | 78 |
Total | 1,119 |
Type of Individual or Entity | Number of Device Borrowers |
---|---|
Individuals with Disabilities | 325 |
Family Members, Guardians, and Authorized Representatives | 01 |
Representative of Education | 656 |
Representative of Employment | 00 |
Representatives of Health, Allied Health, and Rehabilitation | 00 |
Representatives of Community Living | 137 |
Representatives of Technology | 00 |
Total | 1,119 |
Length of Short-Term Device Loan in Days | 42 |
---|
Type of AT Device | Number |
---|---|
Vision | 01 |
Hearing | 06 |
Speech Communication | 502 |
Learning, Cognition and Developmental | 425 |
Mobility, Seating and Positioning | 42 |
Daily Living | 35 |
Environmental Adaptations | 24 |
Vehicle Modification and Transportation | 00 |
Computers and Related | 47 |
Recreation, Sports and Leisure | 37 |
Total | 1,119 |
A young man with Spinal Muscular Atrophy Type 1 (SMA-type 1) attends one of our schools . With this degenerative diagnosis he requires assisted ventilation by tracheostomy making him ventilator dependent. He has very limited voluntary motor movement at this time. He currently uses a Tobii eye-gaze system for communication. He fatigues quickly with eye gaze but is successful for short periods of time. The assistive technology team was looking for alternative access points to provide opportunities for him to participate in school activities when his eyes become tired. We began using sensitivity switches to support his limited motor movements. This young man has been able to operate two switches. We borrowed a set of switches and the bongo drums from the loan bank to begin our search for access points and motivation. Because of his success, he is now participating in band class. He has also participated in a class play where he was able to speak a line and throw a rotten tomato on cue, per his role, with the use of his switches. We continue to tweak and search for alternative ways for him to participate with his peers. His happiness in having control over his environment has been a true motivator for the team to continue to seek out new possibilities for him.
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 304 | 17 | 56 | 377 |
Decided that an AT device/ service will not meet needs | 444 | 08 | 20 | 472 |
Subtotal | 748 | 25 | 76 | 849 |
Have not made a decision | 00 | 00 | 00 | 00 |
Subtotal | 748 | 25 | 76 | 849 |
Nonrespondent | 106 | 00 | 00 | 106 |
Total | 854 | 25 | 76 | 955 |
Performance on this measure | 91.57% | 100% | 100% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 00 | 00 | 00 | 00 |
2. AT was only available through the AT program. | 71 | 25 | 68 | 164 |
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 | 71 | 25 | 68 | 164 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 71 | 25 | 68 | 164 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 71 | 25 | 68 | 164 |
9. Performance on this measure | 100% | 100% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 763 | 68.19% |
Satisfied | 201 | 17.96% |
Satisfied somewhat | 22 | 1.97% |
Not at all satisfied | 04 | 0.36% |
Nonrespondent | 129 | 11.53% |
Total Surveyed | 1,119 | |
Response rate % | 88.47% |
Type of AT Device / Service | Number of Demonstrations of AT Devices / Services |
---|---|
Vision | 03 |
Hearing | 25 |
Speech Communication | 127 |
Learning, Cognition and Developmental | 20 |
Mobility, Seating and Positioning | 330 |
Daily Living | 06 |
Environmental Adaptations | 18 |
Vehicle Modification and Transportation | 00 |
Computers and Related | 68 |
Recreation, Sports and Leisure | 00 |
Total # of Devices Loaned | 597 |
Type of Participant | Number of Participants in Device Demonstrations |
---|---|
Individuals with Disabilities | 525 |
Family Members, Guardians, and Authorized Representatives | 317 |
Representatives of Education | 12 |
Representatives of Employment | 12 |
Health, Allied Health, Rehabilitation | 42 |
Representative of Community Living | 09 |
Representative of Technology | 07 |
Total | 924 |
Type of Entity | Number of Referrals |
---|---|
Funding Source (non-AT program) | 39 |
Service Provider | 51 |
Vendor | 71 |
Repair Service | 02 |
Others | 00 |
Total | 163 |
Young Talon visited the Colorado Assistive Technology Program in January. Talon was almost three with a history of enutero stroke resulting in spastic diplegic cerebral palsy. He was receiving early intervention services and his team determined that he needed a manual wheelchair. Unfortunately, Medicaid denied the first chair recommendation, so a different manual chair had to be prescribed. He was also evaluated for his potential to drive a power wheelchair. As part of that evaluation, a power chair was loaned to him so more practice would help determine if a power chair was feasible. He was so excited to be able to use a power chair. It allowed him the opportunity to learn to drive it and to practice while playing with his friends on the playground at his preschool. Talon shows great potential for driving a power wheelchair and will probably have one of his own in the near future so he can truly have independent mobility!
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 74 | 64 | 316 | 454 |
Decided that an AT device/ service will not meet needs | 29 | 07 | 107 | 143 |
Subtotal | 103 | 71 | 423 | 597 |
Have not made a decision | 00 | 00 | 00 | 00 |
Subtotal | 103 | 71 | 423 | 597 |
Nonrespondent | 00 | 00 | 00 | 00 |
Total | 103 | 71 | 423 | 597 |
Performance on this measure | 100% | 100% | 100% |
Customer Rating of Services | Number of Customers | Percent |
---|---|---|
Highly satisfied | 756 | 81.82% |
Satisfied | 164 | 17.75% |
Satisfied somewhat | 04 | 0.43% |
Not at all satisfied | 00 | 0% |
Nonrespondent | 00 | 0% |
Total | 924 | |
Response rate % | 100% |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
1. Could only afford the AT through the AT program. | 36 | 12 | 97 | 145 |
2. AT was only available through the AT program. | 72 | 28 | 80 | 180 |
3. AT was available through other programs, but the system was too complex or the wait time too long. | 00 | 00 | 08 | 08 |
4. Subtotal | 108 | 40 | 185 | 333 |
5. None of the above | 00 | 00 | 00 | 00 |
6. Subtotal | 108 | 40 | 185 | 333 |
7. Nonrespondent | 00 | 00 | 00 | 00 |
8. Total | 108 | 40 | 185 | 333 |
9. Performance on this measure | 100% | 100% | 100% | 100% |
ACL Performance Measure | 75% | 75% | 75% | 75% |
Met/Not Met | Met | Met | Met | Met |
Response | Primary Purpose for Which AT is Needed | Total | ||
---|---|---|---|---|
Education | Employment | Community Living | ||
Decided that AT device/service will meet needs | 378 | 81 | 372 | 831 |
Decided that an AT device/ service will not meet needs | 473 | 15 | 127 | 615 |
Subtotal | 851 | 96 | 499 | 1,446 |
Have not made a decision | 00 | 00 | 00 | 00 |
Subtotal | 851 | 96 | 499 | 1,446 |
Nonrespondent | 106 | 00 | 00 | 106 |
Total | 957 | 96 | 499 | 1,552 |
Performance on this measure | 88.92% | 100% | 100% | 93.17% |
ACL Performance Measure | 70% | 70% | 70% | 70% |
Met/Not Met | Met | Met | Met | Met |
Type of Participant | Number |
---|---|
Individuals with Disabilities | 42 |
Family Members, Guardians and Authorized Representatives | 53 |
Representatives of Education | 2,097 |
Representatives of Employment | 02 |
Rep Health, Allied Health, and Rehabilitation | 490 |
Representatives of Community Living | 313 |
Representatives of Technology | 1,855 |
Unable to Categorize | 00 |
TOTAL | 4,852 |
Metro | Non Metro | Unknown | TOTAL |
---|---|---|---|
3,954 | 898 | 00 | 4,852 |
Primary Topic of Training | Participants |
---|---|
AT Products/Services | 2,190 |
AT Funding/Policy/ Practice | 34 |
Information Technology/Telecommunication Access | 1,935 |
Combination of any/all of the above | 326 |
Transition | 367 |
Total | 4,852 |
Describe innovative one high-impact assistance training activity conducted during the reporting period:
Emergency Preparedness for Persons with Disabilities: Be Your Own Hero: An emergency preparedness training was provided for persons with disabilities that use assistive technology. Information was shared on making sure emergency alerts and warnings are accessible to them, what options they have for including assistive technology in their emergency plans and low-tech options to consider in their Go Kits. Information was also provided on power outages and options for alternative charging for power dependent devices. The 8 hour training was provided in 6 locations around Colorado ( 3 metro and 3 non-metro) to 76 individuals with disabilities, family members, caregivers and professionals. Each participant began completing their own emergency assessments and plans to determine next steps and received an emergency Go Kit starter kit with basic emergency supplies and low tech assistive technology specific to their disability. Since completion of the training series additional schools and organizations have begun requesting the training for their particular population/community.
Breifly describe one training activity related to transition conducted during the reporting period:
On November 17, 2016 a training was provided to 189 Early Intervention Providers and Service Coordinators entitled: A Framework for Assistive Technology in Early Intervention. This training was offered live in Denver and via teleconferencing to 21 sites throughout Colorado. A major topic at the training was assisting clinicians and coordinators in understanding the process for ensuring that children transition to public school programs at age three with the assistive technology they need. Previously in Colorado and nationwide, the number of Individual Family Service Plans with assistive technology documented on them was 4%. After the training, the numbers in Colorado are now up to 9% and continuing to climb.
Breifly describe one training activity related to Information and Communication Technology accessibility:
Making Print Materials Accessible: It’s Easier than You Think Description: This session focused on streamlining the process of making supplementary educational materials accessible to students with print disabilities; typically a time consuming and technically challenging process involving scanners, OCR software, and transferring files. The session explored options for quick and easy conversion of documents to accessible formats using mobile technologies and the web. Options for reading these materials once converted were discussed as well. Learning Outcomes: • Attendees will be able to scan and read print materials in less than 10 seconds • Attendees will be able to convert worksheets and articles to accessible electronic formats using mobile devices and cloud storage • Attendees will be familiar with options for cloud conversion of print materials • Attendees will become familiar with mobile, web and desktop options for reading converted materials.
Outcome/Result From IT/Telecommunications Training Received | Number |
---|---|
IT and Telecommunications Procurement or Dev Policies | 1,871 |
Training or Technique Assistance will be developed or implemented | 64 |
No known outcome at this time | 00 |
Nonrespondent | 00 |
Total | 1,935 |
Performance Measure Percentage | 100% |
RSA Target Percentage | 70% |
Met/Not Met | Met |
Education | 34% |
---|---|
Employment | 0% |
Health, Allied Health, Rehabilitation | 33% |
Representative of Community Living | 22% |
Technology (IT, Telecom, AT) | 11% |
Total | 100% |
Describe Innovative one high-impact assistance activity that is not related to transition:
Assistive Technology Partners performed accessibility review and assistive technology testing on Healthcare.gov’s Find Local Help search feature. This feature enables individuals to find and connect with professionals who assist with the process of identifying and procuring health insurance plans under the Affordable Care Act. The work we completed and subsequent consultation ensured that this valuable service is equally accessible to individuals with disabilities. Assistive Technology Partners also evaluated and tested the Help on Demand call back feature available on California’s health care exchange website “Covered California”. Help on Demand enables a person to request a call back to receive professional assistance regarding their plan options.
Breifly describe one technical assistance activity related to transition conducted during the reporting period:
Assistive Technology Partners was contracted to produce documentation and to perform accessibility testing supporting the administration of nationwide assessments measuring high school achievement, high school equivalency and college readiness. The companies and organizations requested expertise relating to the following areas, 1) Technical support documentation designed to help school based IT coordinators be prepared for successful delivery of Smarter Balanced computer based assessments when used in conjunction with assistive technologies, 2) documentation for educators, parents and students with disabilities taking the GED high school equivalency examination, and 3) accessibility analysis and consultation of the content of GED Testing Services’ website.
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. SWAAAC Summer Symposium 2017 - This 2 day conference event, held June 12th & 13th, 2017 featured workshops with Luis Perez, Maureen Donnelly, and Michael O’Leary of the AAC Institute. In addition to the 1/2 day workshops, participants were able to choose from over 30 breakout sessions and Interactive Intervals. The event registered 176 participants from 52 administrative units, institutions of higher education, and community organizations. In an effort to infuse the event with technology and a fresh approach to participation, the schedule, presenter and participant biographical sketches, handouts, session evaluations, and networking opportunities were delivered via the mobile Whova app. Evaluation survey data indicated very high impact in terms of acquisition of new knowledge and skills (4.5/5) and positive impact on student achievement (4.6/5). One hundred percent of participants indicated their intent to share newly acquired knowledge with others Surveys were based on a 5-point Likert Scale with one defined as strongly disagree and five defined as strongly agree. Session evaluation data for the 50 individual workshops and breakout sessions was extremely positive and is available upon request.
2. CEMA Annual Conference 2017 - We attended the 2 day annual Colorado Emergency Managers Association annual conference with 460 attendees representing Emergency Managers, First Responders (Police, Fire, & EMS), 911 Call Center staff, public Health Depts, State Homeland Security staff, FEMA Region VIII staff and other interested parties. We provided information at our booth specific to the inclusion of people with disabilities in the emergency planning process, the inclusion of assistive technology in the planning process for both individuals, organizations, and shelters. We also provided demonstrations of the use of AAC devices with pre-programmed emergency messages for fire, medical, utility, police and non-emergency police calls. Individuals followed-up with calls regarding future collaborations with trainings provided over the summer and fall, and requested equipment trainings/demonstrations for their staff.
Types of Recipients | AT Device/ Service |
AT Funding | Total |
---|---|---|---|
Individuals with Disabilities | 4,238 | 1,196 | 5,434 |
Family Members, Guardians and Authorized Representatives | 6,188 | 1,690 | 7,878 |
Representative of Education | 3,822 | 1,716 | 5,538 |
Representative of Employment | 1,274 | 884 | 2,158 |
Representative of Health, Allied Health, and Rehabilitation | 3,172 | 2,054 | 5,226 |
Representative of Community Living | 1,352 | 910 | 2,262 |
Representative of Technology | 4,082 | 2,496 | 6,578 |
Unable to Categorize | 130 | 26 | 156 |
Total | 24,258 | 10,972 | 35,230 |
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? | 02 |
---|
1. In one or two sentences, describe the outcome. Be as specific as possible about exactly what changed during this reporting period as a result of the AT program's initiative.
The Tech Act Program Director attended monthly meetings with the State Speech Language Pathology Advisory Council. This group has been editing several statewide guidelines on speech language eligibility and service provision. The role of the advisory committee is to represent state perspective, to listen, analyze, think strategically, and to provide advice to the Colorado Department of Education (CDE) about issues which will in turn help the CDE make informed decisions. Through these meetings, the council increased awareness of the value of assistive technology and the importance of including it in all relevant documentation from the state. One outcome is the addition of a unique communication needs section on the Individual Education Plan so that team members can better document the augmentative alternative communication systems that students are using.
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.)
We added the question “Does the student have unique communication needs” and created training around this so that individuals would document augmentative alternative communication here among other things. The question about assistive technology intentionally immediately follows this question on the form.The link to the new IEP form can be found here and is called IEP review. https://www.cde.state.co.us/cdesped/iep_forms.
3. What was the primary area of impact for this state improvement outcome?
Education
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.
In collaboration with different 911 Call Centers around Colorado, a protocol was developed for the type and order of emergency call messages delivered to the call dispatchers by individuals using AAC/SGA devices. These messages can be sent with a one button full message, or multi button individual answer messages. Prior to this, the Call Centers did not know about such devices and how they could be utilized to make emergency calls. Speech Language Pathologists also did not know what type of information to include or in what order.
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.)
A handout was developed that includes specific messages for medical emergencies, fire emergencies, utility emergencies, police emergencies and non-emergency police call along with additional questions that may be asked dependent on the emergency to be programmed into AAC/SGA devices for emergency communication. The handout is being distributed to 911 Call Centers to know what is being programmed. Speech Language Pathologists are also receiving this information so they can program the devices and have their client practice calling the dispatchers so they know what to expect and how to use the messages. A copy of this handout is available from julia.beems@ucdenver.edu.
3. What was the primary area of impact for this state improvement outcome?
Technology (ICT accessibility and AT
Did you have Additional and Leveraged Funding to Report? | No |
---|
Fund Source | Amount | Use of Funds |
---|---|---|
Public/State Agency | $6,249 | Training |
Public/State Agency | $8,749 | Device Loan |
Public/State Agency | $162,809 | Device Loan |
Public/State Agency | $9,999 | Technical Assistance |
Public/State Agency | $162,809 | Training |
Public/State Agency | $139,551 | Technical Assistance |
Amount: $490,166 |
Fund Source | Amount | Use of Funds | Individuals Served | Other Outcome |
---|
Association of Assistive Technology Act Programs . Saved: Fri May 04 2018 15:20:49 GMT-0500 (Central Daylight Time)