National Assistive Technology Act Data System

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

Lead Agency

Implementing Entity

Program Director and Other Contacts

Person Responsible for completing this form if other than Program Director

Certifying Representative

G. Notes:

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

G. Notes:

I. Notes:

G. Notes:

B. Description of Training Activities

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

The CEO of the local chapter of a large national non-profit organization requested that a Tennessee Technology Access Program collaborating assistive technology (AT) center to facilitate 'disability training' for one of their organizations, Healing Horses. The CEO also coordinated with two other entities that provide equine therapy for individuals with disabilities. The AT center facilitated the disability education training, which was an all-day, six-hour training. The AT Center ABA specialist, OT/Director of Therapeutic Services, Music Therapist, and AT specialist conducted and facilitated training. The training consisted of discussions about a variety of accommodations and techniques for a multitude of disabilities. The education was a success, and positive feedback was received from all who participated. The organizations expressed that “this was one of the most organized and well thought out trainings with so much information.” This training produced future collaborations and training, as well as potential referrals to the AT center.

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

The assistive technology center in south west Tennessee that collaborates with the Tennessee Technology Access Program provided training to individuals preparing to transition to an independent living environment. The center Outreach Graduate Assistant conducted the training on how to use adaptive equipment for safe cooking and adaptive silverware. The adaptive equipment included items such as the long-handled mitt used for getting hot items out of the oven. This would help improve safety when removing those items. The clients needed the skills to prepare fresh, healthy food to transition to their homes and live independently. One concern was individuals having the ability to safely slice apples, oranges, carrots, celery, and other fresh foods without assistance from another person Techniques and equipment were used to train on safe cutting with knives to accomplish this task. This training on the use adaptive kitchen aids assisted clients in overcoming barriers to food preparation and safety. In fact, the clients have since shared an interest in being able to use these items in a work environment. The clients loved to cook before having a disability, and the training helped bring a part of that back to them. The training was a small step forward, but a giant effort in making a dream of independence become a possibility.

Breifly describe one training activity related to Information and Communication Technology accessibility:

A collaborating Tennessee Technology Access Program center provided a training session on creating accessible .pdf files. They made resources available to review the information. The training incorporated a video the center had created demonstrating the interaction with an accessible PDF while using a screen reader, helping to emphasize the importance of creating accessible documents. During the session, a dual headset was demonstrated to answer calls and mute the screen reader to showing how someone working in that setting could also manage could manage that aspect of employment.

E. Notes:

The contracted centers have not focused on the ICT training. This was discussed at center visits during the last quarter of the fiscal year, noting this important requirement. Methods have been discussed about the separate centers working collaboratively on this task, resulting in improved outcomes for the next year.

B. Description of Technical Assistance

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

A collaborating Tennessee Technology Access Program center provided technical assistance as a private university was working to make great strides to improve the accessibility needs of all of its students. In the last year, they have focused on updating vision equipment and software based on the needs of incoming freshmen and ongoing needs of sophomore, junior, and senior students. The school purchased new software but quickly realized that their employees and students did not know how to use it. The center then provided supplemental training and assistance to staff so that they could better support students. Many students with vision needs have personal phones and computers that they use to meet their needs, but there are still needs the school must accommodate though technology such as the software. It is one thing for the school to purchase software, but it is another to know how to use it proficiently. Center staff, a Certified Rehabilitation Counsellor and an Assistive Technology

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

The Tennessee Technology Access Program’s collaborating assistive technology center Rehabilitation Engineer provided technical assistance to educators regarding options to assist the job coaches working with individuals when they are transitioning from education to employment. The technical assistance involved exploring options for using video modelling, teleconferences, and computers during this process. Specific topics included how using these tools can help a job coach teach an individual a job task that is new to them. One simple example discussed during the process was taking a phone message and using video modelling. The job coach could answer the phone and then take a message to give to a person who was not available at the moment. The job coach would diligently to show the individual the process (model) by reaching for a piece of paper, writing the caller’s name and phone number, repeating the phone number, and then repeating any specific instructions for the person to know or

C. Notes:

Public Awareness Narratives

Describe in detail at least one and no more than two innovative or high-impact public awareness activities conducted during this reporting period. Highlight the content/focus of the awareness information shared, the mechanism used to disseminate or communicate the awareness information, the numbers and/or types of individuals reached, and positive outcomes resulting from the activity. If quantative numbers are available regarding the reach of the activity, please provide those: however, quantative data is not required.

1. One of the contracted TTAP assistive technology centers partnered with TN Low Vision, National Library for the Blind and Physically Handicapped, and a local low vision physician to establish the first annual TN Low Vision Expo. The event included an exhibit areas for assistive technology vendors as well as others providing services relevant to individuals with vision loss. Guest speakers covered topics related to coping with vision loss, "Ask the Doctor", and assistive technology. The target audience was individuals with vision loss and family members. Approximately 75-100 attended the event. The event resulted in more information being available to those in need of devices and services, increased awareness of the local assistive technology center, and potentially an increase in referrals. The first year was a great success, resulting in a second event planned the following year.

2. The director and another staff member of one of the TTAP partner centers were invited to speak at the continuing education evening for all of the art teachers in Knox county. They led an activity showing the challenges of making art as a person affected by disabilities. They then demonstrated many types of art supplies that are adapted to different disabilities. They discussed different apps to use in the classroom that enhance the art experience for people with communication and vision difficulties. The group was very interested and provided great feedback. One woman started crying because she realized how difficult it was for her daughter with a disability. Many people spoke with staff afterwards afterward and thanked them for providing easy and free resources for adapting the art room for students with disabilities.

Notes: