Employment

The Tennessee Technology Access Program (TTAP) along with a partner center worked in collaboration with UT CLEE to provide continuing education training to Vocational Rehabilitation (VR) staff and Community Rehabilitation Providers (CRPs).

DakotaLink partners with the State Department of Human Services to offer training to Vocational Rehabilitation Counselors across the State regarding their established procedure for delivering Assistive Technology devices and services to their clients.

ATRC in 2023 developed a plan to install an assistive technology lending library on all major Hawaiian Islands. The most impactful location to have these libraries are with the state educational institutions, since each location has a student service for disabilities.

In 2016, the legislatively-mandated Delaware Education Technology Task Force issued a report and a host of recommendations, and several of those recommendations called for enhancements to AT services and supports provided within the state’s early intervention and PreK-12 systems.

DC Assistive Technology Specialists and Program Manager serve on the Department on Disability Services work group to develop a "Technology First" initiative in the District of Columbia.

The Assistive Technology Program of Colorado has worked closely this past year with the Colorado Department of Labor and Employment (CDLE), for the benefit of the Division of Vocational Rehabilitation (DVR) to rewrite a Memorandum of Understanding in order to improve collaborations between the tw

In 2023, the annual AzTAP/IHD Evidence for Success Conference returned to being a wholly in-person event.

The American Samoa Assistive Technologies Program has been working closely with the Helen Keller National Center (HKNC) on The National Deaf-Blind Equipment Distribution Program.

This year APTAT developed a new partnership with United Ability, a nonprofit in central Alabama whose mission is provide services that empower individuals to live full and meaningful lives.

Throughout their academic journey, students may have received AAC devices and necessary support. However, upon transitioning to higher education or community living, unless an AAC device was acquired specifically for them, they now find themselves without a communication tool.