National Assistive Technology Act Data System

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:

The average retail price of vision devices is reported as being lower than expected. This is due to several (100+) plastic full page magnifier sheets and full-page low vision writing guides that were donated by the former KY Office for the Blind. These items were redistributed to the Oldham County Dept of Corrections along with a variety of other items to be used in their adult education program for prisoners.

I. Notes:

Loan returns and processing of new loans were affected significantly due to programmatic restrictions put in place in response to COVID-19. All ATRCs paused business during the initial months of the pandemic (March-June). Most sites began reopening throughout the months of July-Aug with limited adjusted hrs of operation. Device loans and loan returns have been changed to curbside drop off and pickups. A higher than normal number of loans were made to provide accommodation on a short-term basis for a time-limited event/situation. It is assumed that this is a direct result of the pandemic situation.

G. Notes:

None to report

B. Description of Training Activities

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

The KATS Network hosted a session on “3D Printing Fundamentals for Assistive Technology” as part of our Annual Summer AT Conference. The presenters for this session were Dr. Elaine Kirkpatrick, a Physics Professor at Rose-Hulman Institute of Technology, Amber Willett, a graduate student in the School of Occupational Therapy at Eastern KY University, and Michael Weber, an Electrical Engineer. There were 126 participants who attended this session virtually using the Zoom platform. Dr. Kirkpatrick focused on the basics of 3D printing and its applicability to assistive technology. Participants learned how to search online for free or paid drawings that can be printed using a home 3D printer. They learned how to locate a file, download the file, prepare it for printing on your 3D printer, and then print it. For those who want to design their own assistive technology, Michael Weber then demonstrated how to use computer-aided drawing software to make a 3D drawing that can be printed. Dr. Kirkpatrick then took Michael’s file, prepared it for printing, and printed it, allowing you to see the design process from start to finish. For those with computer-aided drawing experience, Michael also demonstrated designing a more complex item that integrates with other components. Amber Willett presented her undergraduate dissertation, “3D Printing and Occupational Therapy: The Process of 3D Printing Adaptive Devices.” The paper explores the potential for 3D printers as a tool for occupational therapists. Samples of 3D printed devices used for the study included adaptive keyboard devices, two bottle openers, three pen holders, a key turner, and a signature guide. Cognizant of cost issues, the research team used a 3D printer that sells for about $350. Participants learned about devices that can be created ‘in a timely and low-cost manner.’

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

Our Western KY ATRC hosted a Go-Baby-Go build day, where participants adapted five ride-on PowerWheels cars for children with limited mobility. Wendell Foster’s physical therapists developed a plan for each child based on their seating and positioning needs. The modified cars will improve access to the child’s environment and allow them to participate in age-appropriate activities.

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

Our Annual AT Conference included a session titled “Google Chromebook Accessibility – Using ChromeVox”. The instructors were Seth Basham and Derek Allen, both are Rehab Tech staff with the Office of Vocational Rehabilitation. Learning goals were 1) Participants will develop their ability to use ChromeVox, the ChromeOS screen reader, through practical, real-world instruction and demonstration, 2) Participants will be able to identify the basic accessibility tools that are built into ChromeOS, and 3) Participants will demonstrate their understanding of the ChromeOS accessibility tools. There were 127 participants attending the session, with 61 requesting CEU credits and 9 requests for RESNA credits.

E. Notes:

Due to restrictions in place for the COVID-19 pandemic, we had to rethink how we conducted our Annual Summer AT Conference. This year the KATS Network hosted a virtual conference utilizing the Zoom Platform. Ryan Creech with the OVR Rehab Tech Branch developed a training portal online that allowed participants to register for the sessions, learn about the topics, and access the post-test required to receive RESNA and CEU credits. The training portal is available online at https://www.katsnet.org/at-workshop/. There were 205 participants registered to attend one or more sessions. Sessions were: Assistive Technology for Agriculture, Google Chromebook Accessibility – Using ChromeVox, 3D Printing Fundamentals, Panel: Parenting with a Disability, and Smart Home Automation.

B. Description of Technical Assistance

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

The statewide program worked with the Office of Vocational Rehab Program Planning and Support Branch to improve the accessibility of forms used within the agency. Staff worked directly with personnel to train on how to check for accessibility and how to ensure accessibility during the development phase. This work resulted in an OVR Accessibility workgroup being established with staff representation from each Branch to discuss and implement guidelines, training, and policies related to the accessibility of all forms, documents, memos, and emails used within and sent from the agency to both staff and consumers. The workgroup will begin in FFY 2021.

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

The OVR Statewide Deaf-Blind Services Coordinator approached the KATS Network about a private donor with the Bluegrass Community Foundation who wanted to discuss the possibility of setting up a grant or other funding opportunity specifically for low-income deaf-blind individuals. The BG Foundation was reaching out for ideas to target the funding. Specifically, they wanted to gear funding towards Assistive Technology. Ideas discussed included setting up a lending library of AT equipment to be utilized by deaf-blind individuals in both school and work settings, including refreshable braille displays, braille embossers, and laptop computers with screen reading software. Other ideas included setting up scholarships for students and caregivers to allow them to attend the Expanded Core Curriculum (ECC), a weeklong training that explores job opportunities and identifies skills of strength and needed support, planning for the future.

C. Notes:

None to report

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.

The KATS Network Program Coordinator guest lectured for a course at the University of Louisville College of Education. The class consisted of Masters of Education students preparing to be Special Education instructors. Instructional materials included an overview of AT, ADA and Section 504, IEPs, and funding options for AT. Students learned about becoming better advocates to the students they teach, identify AT and AT funding, and improving the overall quality of education for their students after they graduate and become licensed teachers.

Notes:

None to report