Instruction Manual and Definitions

for the Annual Progress Report

for State Grants for Assistive Technology
TABLE OF CONTENTS

I. GENERAL INSTRUCTIONS

A. Reporting Period................................................................................................... 1

B. Reporting Data ..................................................................................................... 1

C. Nonresponders..................................................................................................... 2

D. Anecdotes ............................................................................................................ 2

E. Instructions for Determining Geographic Distribution ........................................... 3

F. Classification of Devices....................................................................................... 5

G. Classification of Individuals and Entities............................................................. 17

H. State Improvement Outcomes............................................................................ 19

I. Performance Measures ...................................................................................... 20

J. Customer Satisfaction Surveys........................................................................... 25

II. GENERAL DEFINITIONS

A. Comparability...................................................................................................... 27

B. State Flexibility ................................................................................................... 27

III.SECTION-SPECIFIC INSTRUCTIONS AND DEFINITIONS

A. General Information............................................................................................ 28

B. State Financing................................................................................................... 28

C. Reuse ................................................................................................................. 32

D. Device Loans...................................................................................................... 34

E. Device Demonstrations ...................................................................................... 34

F. Training .............................................................................................................. 37

G. Technical Assistance.......................................................................................... 38

H. Public Awareness and Information and Assistance............................................ 40

I. Additional and Leveraged Funds........................................................................ 41
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Instruction Manual and Definitions

for the Annual Report for the State Grant 

for Assistive Technology (AT) Program

This document contains information needed for completing the State Grant for AT 

Program Annual Report. This annual report is designed to provide RSA with the data 

necessary for program planning and reporting to Congress, the Secretary of Education 

and other entities. The system is organized by the state-level and state leadership 

activities outlined in the AT Act of 1998, as amended (P.L. 108-364) (AT Act). Lead 

agencies or implementing entities will report on these state-level and state leadership 

activities and will provide data required by Section 4(f) of the Act and other necessary 

data.

Information from individual states will be available to the public once the information is 

complete and formally submitted to RSA. Questions regarding potential uses of the 

information submitted by individual states should be directed to Robert Groenendaal, 

management and program analyst, RSA, U.S. Department of Education, 400 Maryland 

Avenue, SW, PCP Room 5025, Washington, DC 20202-2800, 

Robert.Groenendaal@ed.gov (202) 245-7393.

This instruction manual is organized in the following manner:

I. General Instructions 

II. General Definitions

III. Section-Specific Instructions and Definitions

I. General Instructions

A. Reporting Period

The reporting period is the federal fiscal year, which begins on October 1 of each year 

and ends on the following September 30.

B. Reporting Data

Programs must collect and report data on activities that are supported using funds from 

their State Grant for AT under section 4 of the AT Act. Each Statewide AT Program 

submitted a State Plan identifying these activities. Data should not be reported for 

state-level activities if the Statewide AT Programs has opted for “Comparability” [See 

Definition in Sec2 (A)] or “State Flexibility” [Sec2 (B)].

Title III funded Alternative Financing Program loans should be reported once. If all AFP 

loans are reported in the State Grant for AT Progress Report (RSA-572) under State 

Financing, the additional data elements (AFP specific) are completed and no other 
General Instructions

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reporting is necessary. (Specifically the RSA-662 AFP Progress Report does not need 

to be submitted).

Data should not be reported for Telework loans as that information is collected by a 

separate report submission.

States may have described state-level or state leadership activities in their State Plan 

that are supported or supplemented with non-AT Act funds (e.g. the state administers a 

telecommunications equipment distribution program that uses non-AT Act dollars to pay 

for devices and services.) Data from these activities (such as individuals served) should 

be reported in the appropriate section (State Financing in the example given) and the 

funding amount should be reported in the first table in the “Additional and Leveraged 

Funding” section.

C. Nonresponders

The performance measure data elements and consumer satisfaction data elements 

include nonresponders. Reporting and use of nonresponse information is different for 

the performance measure data as compared to consumer satisfaction data. A complete 

description of the reporting and use of nonresponse data can be found in the 

subsequent sections on performance measures and consumer satisfaction.

D. Anecdotes

For each of the state-level activities, grantees will be asked to provide anecdotal 

information about consumers, or others that benefited from program activities, during 

the reporting period. Generally, a consumer is an individual with a disability or his or 

her family, but in some cases it may be appropriate to provide an anecdote about a 

professional. Please make these entries as specific as possible, and include the 

following information:

 What AT device, service or information did the consumer need?

 How did your Statewide AT Program help the consumer obtain that device, 

service or information?

 What barrier(s) did your Statewide AT Program help the consumer overcome?

 If applicable, how did your Statewide AT Program collaborate with other entities 

in providing this help?

 How did obtaining that device or service improve that consumer’s life?

 How did it improve the consumer’s access to education, employment, community 

living or telecommunications/information technology?

Other instructions to follow in providing anecdotes:

 Limit each anecdote to 500 words or less.

 Include examples that are understandable to an uninformed audience.
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 Do not repeat the same anecdote in multiple sections.

 Do not identify any consumers by name or use other details that would allow a 

consumer to be identified.

 Be sure that the example clearly fits within the appropriate activities supported by 

the AT Act.

Anecdotal information also is requested for some state leadership activities. 

Instructions on what to include in anecdotes for these activities are provided in the 

reporting system.

E. Instructions for Determining Geographic Distribution

Section 4(f) of the AT Act requires that Statewide AT Programs provide data on the 

geographic distribution of consumers served by state financing activities and individuals 

participating in training activities. To meet this requirement, it will be necessary for the 

grantee to ascertain the county of residence of an individual receiving services or 

training; or, in the case of a professional receiving training, grantees will need to 

ascertain the county in which the professional generally provides services.

A determination of the Rural Urban Continuum Code (RUCC) for a client’s county must 

be made after determining a client’s residential or area in which the client is served. 

The 2003 RUCCs form a classification scheme that distinguishes metropolitan counties 

by size and non-metropolitan counties by degree of urbanization and proximity to metro 

areas.

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The standard Office of Management and Budget (OMB) metro and non-metro 

categories have been subdivided into three metro and six non-metro categories, 

resulting in a nine-part county codification as follows:

1 - Counties in metro areas of one million population or more 

2 - Counties in metro areas of 250,000 to one million population

3 - Counties in metro areas of fewer than 250,000 population

4 - Urban population of 20,000 or more, adjacent to a metro area

5 - Urban population of 20,000 or more, not adjacent to a metro area

6 - Urban population of 2,500 to 19,999, adjacent to a metro area

7 - Urban population of 2,500 to 19,999, not adjacent to a metro area 

8 - Completely rural or less than 2,500 urban population, adjacent to a metro area

9 - Completely rural or less than 2,500 urban population, not adjacent to a metro 

area

 

1

For complete information about Rural Urban Continuum Codes, visit the following Web site:

http://www.ers.usda.gov/briefing/Rurality/RuralUrbCon/
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For purposes of this data collection, these nine codes are combined into two levels:

Level 1. Codes 1-3 are considered “metro”

Level 2. Codes 4-9 are considered “non-metro”

When required by this instrument, grantees will categorize individuals into one of two 

groups based on the RUCC for their county. Finding the RUCC for any county is done 

in the following manner:

1. Go to: http://rtc.ruralinstitute.umt.edu/geography/countydisability.asp

2. Select the appropriate state from the map or drop down menu (if using the drop 

down menu, press “Go” after your selection).

3. Select the appropriate county from the drop down menu and hit “Go.”

4. “County Information” should appear. Under “County Characteristics” the RUCC 

is the third line.

Grantees are responsible for tallying how many individuals fall into each grouping of 

RUCC and must provide the final number in the appropriate area of the data collection 

instrument.

For example, through state financing activities provide six loans during one reporting 

period:

 Person A lives in a county with a RUCC of 2

 Person B lives in a county with a RUCC of 4

 Person C lives in a county with a RUCC of 8

 Person D lives in a county with a RUCC of 6

 Person E lives in a county with a RUCC of 9

 Person F lives in a county with a RUCC of 3

Therefore, the totals for these six result in:

County of Residence Number of Individuals

Metro (RUCC 1-3) 2

Non-Metro (RUCC 4-9) 4

Total System-generated
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F. Classification of Devices

Throughout the reporting system, grantees are asked to classify the devices provided. 

There are 10 categories for classifying devices.

1. Vision

2. Hearing

3. Speech communication

4. Learning, cognition, and developmental

5. Mobility, seating, and positioning

6. Daily living

7. Environmental adaptations

8. Vehicle modification and transportation

9. Computers and related

10.Recreation, sports, and leisure

Many devices can fit into more than one category depending on how they are used by a 

consumer. Grantees must choose one category where a device belongs in each 

instance when reporting and may not count a device more than once. For example, 

under state financing activities, the financial loan program may provide one loan to one 

consumer for one computer. Though this computer may be classified in many of the ten 

categories, it must be counted only once and placed in one category in this instance. 

This does not mean a computer must always go into the same category every time a 

loan for a computer is provided, however. When it is not immediately obvious in which 

category you should classify a device, grantees should classify it based on the 

functional need that is served by the “assistive” aspect of the device.

For example, while telephones are used for communication, not all telephones are 

immediately categorized in speech communication. A telephone could be classified in 

different categories, depending on the functional needs of the user. When the primary 

difficulty is seeing the dial, a large button phone would be classified under Vision. 

When the primary difficulty is hearing another person on the phone, an amplified phone 

would be classified under Hearing. When the primary difficulty is having one’s speech 

understood on the phone, an adapted phone would be classified under Speech 

Communication. When the primary difficulty involves another function (or multiple 

functions) the phone would be classified under Daily Living.

A component of a larger system should be classified according to the function or 

primary use of the larger system. For example, a mouth stick that is used to provide 

access to a communication system such as Pathfinder would be classified under 

Speech Communication. A mouth stick that is used to type papers would be classified 

under Computer Access. A mouth stick that is used generically as an aid to daily living 

would be classified as Daily Living.
General Instructions

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Services are classified according to the AT category associated with the service. For 

example, an audiological evaluation would be classified under Hearing.

Each category below includes a description, decision rules, and examples that will 

assist you in deciding whether a device should go into a particular category. Devices 

must be reported in one of these categories as there is no “Other” category.
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1. Vision

Definition: Products designed to assist with vision

Decision rules: Products intended to facilitate access and participation for people 

who are blind or visually impaired are classified in this category, even if they are 

used for activities of daily living, computer access, reading/learning, way 

finding/travel, recreation, etc. Products in this category characteristically provide 

output of information through large print/display, synthetic speech or Braille/tactile. 

If the adaptation is for an individual who is both visually impaired and hearing 

impaired, categorize according to the primary functionality of the device. Reading 

systems to accommodate vision are classified within vision assistive devices, while 

similar systems to accommodate learning are classified according to learning 

assistive devices. A TTY with Braille output is classified as hearing. A telephone 

with both a large print keypad and amplification for listening may be classified in 

either vision or hearing.

Examples:

 Magnifiers including CCTV systems; 

 talking scales, blood pressure gauge, glucometer etc.;

 screen readers, screen magnifiers and Braille displays;

 Daisy or Victor Readers;

 PDA’s with large print, speech or Braille output;

 talking or Braille GPS, white canes, talking or tactile compass, etc.;

 OCR reading systems; talking thermostats, household appliances etc.
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2. Hearing

Definition: Products designed to assist with hearing

Decision rules: Products intended to facilitate access and participation for people 

who are deaf or hard of hearing are classified in this category, even if they are used 

for activities of daily living or could have another application for people with other 

disabilities or for other functions. Products intended to facilitate telephone usage for 

individuals with hearing disabilities are categorized here, rather than as aids to daily 

living. If the telephone adaptation is for an individual who is both visually impaired 

and hearing impaired, categorize under either vision or hearing. Products that 

amplify voice are classified here if the purpose is to enhance the volume of speech 

produced by an individual without a disability, in order for speech to be heard by 

persons who are deaf or hard of hearing. This category also includes systems that 

provide for text communication, both via telecommunication (text messaging; TTY) 

and face to face (Interpretype). Peripherals designed to facilitate access or 

otherwise support the use of a device for hearing (e.g. neck loop induction coils; 

TeleLink phone couplers; conference microphone; telephone signalers) are counted 

in this category.

Examples:

 Personal amplification systems (hearing aids, PocketTalker Pro, etc.)

 Assistive Listening Systems (FM; loop; infrared, sound-field, large area, 

personal)

 Wireless headphones to enhance TV listening (e.g. DirectEar; TV Listener)

 Daily living aids that use visual or tactile rather than audible signals (e.g. 

vibrating alarm clock; smoke alarm with strobe light; door bell with flashing 

signal; etc.)

 Instant messaging devices (used as portable TTY)

 Daily living aids with enhanced audible signals (Sonic Boom Alarm Clock)

 Amplified Telephones, in-line amplifiers for telephones, cell phone amplifiers

 Text telephones (TTYs), Voice carryover (including CapTel) and Hearing 

carryover telephones and Signaling devices (visual and/or tactile alerting to 

incoming phone calls)

 Classroom Captioning System

 iCommunicator (Voice to text system)

 AudioSee (enhanced view of speaker for speech reading, in addition to FM 

capabilities)

 InterpreType dual keyboard system
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3. Speech Communication

Definition: Products designed to assist with speaking and face-to-face 

communication for individuals with speech disabilities.

Decision rules: Products intended to facilitate computer access and used for 

written communication are classified under Computers. Products intended to 

facilitate telephone usage for individuals with speech disabilities will be classified 

under activities of daily living, except when the adaptation is for an individual who is 

deaf or hard of hearing in which case it is classified under hearing. Products that 

amplify voice are classified here if the purpose is to enhance the volume of speech 

produced by an individual with a disability, in order for his/her speech to be audible 

by persons without disabilities. If the purpose of the amplifier is to enhance the 

volume of speech produced by an individual without a disability, in order for speech 

to be heard by persons who are deaf or hard of hearing, the device is classified 

under hearing. Peripherals designed to facilitate access or otherwise support the 

use of a device for speech communication (e.g. mounting systems; carrying cases, 

switch or mouth stick used for access) are counted in this category.

Examples:

 Speech generating devices such as BIGMack; DV4; ChatPC; DynaWrite; 

Pathfinder; talking photo album

 Communication boards/books

 Software with speech output e.g. Speaking Dynamically Pro

 Software that provides symbol sets for use in developing “low tech” 

communication boards/books or “high tech” overlays e.g. BoardMaker; 

Picture This!

 Artificial larynx

 Devices that produce text but not voice output for face-to-face 

communication (e.g. Crespeaker)

 Voice clarifiers (e.g. Speech Enhancer)

 Voice amplifiers (e.g. Falck amplifier)

 Stuttering aids
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4. Learning, Cognition, and Developmental

Definition: Products to provide people with disabilities with access to educational 

materials and instruction in school or other environments; products that assist with 

learning, and cognition.

Common subcategories:

Cognitive aids

Early intervention aids

Instructional materials

Memory Aids

General Personal Organization Tools

Sensory/Developmental Stimulation Products

Decision rules: Products intended to mitigate, compensate, or address learning or 

cognitive limitations should be classified here along with products used to facilitate 

computer access for individuals with learning/cognitive limitations. Products 

designed to assist people who are blind or visually impaired with reading, 

organization, learning, computer access, etc. are classified under vision. Toys 

(adapted or unadapted) are reported under Recreation, Sports and Leisure even if 

used to teach cause and effect.

Examples:

 Calculators and measurement tools

 Clocks/Timers/Wake-up Systems

 Electronic Reference Tools and Money Management Tools

 Memory Aids

 Electronic Notetakers, Portable Word Processers, and Recording Devices

 Electronic Organizers/Personal Digital Assistants

 Scientific Equipment

 Educational/Instructional Software (computer based instructional applications 

used to teach cause and effect, reading, language, spelling, math, writing, 

science, history, etc) 

 Cognitive/Perceptual Training Software

 Tape or other audio players (except as related to vision) 

 Text-to-speech systems (WYNN, Read and Write Gold, etc. – not related to 

vision)

 FM systems (to support auditory processing - not related to hearing loss)
General Instructions

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5. Mobility, Seating, and Positioning

Definition: Products whose main focus is on augmenting or replacing the functional 

limitations of an individual’s mobility

Decision rules: Wheelchair restraints associated with seating & positioning 

(shoulder or safety belts) are classified in this category. Wheelchair restraints (tie 

downs: 4-belt & docking or lock downs: trailer-hitch) associated van locks which 

allow a power chair user to drive and/or be transported safely is classified under 

“Vehicle Modification and Transportation.”

Examples:

 Ambulatory aids: low tech aids such as canes, walkers or crutches

 Orthotics & prosthetics

 Wheelchairs: dependent (such as strollers & transport chairs) & independent 

manual mobility (4-wheels propelled independently)

 Scooters and power chairs: Functionally matched motorized independent 

power mobility bases

 Seating and positioning – considerations based on postural control & 

deformity management, pressure & postural management, and/or comfort & 

postural accommodation. (such as pelvic guides, contoured seating 

systems, head supports)
General Instructions

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6. Daily Living

Definition: Devices that enhance the capacity of people with disabilities to live 

independently, especially AT that assists with Instrumental and other Activities of 

Daily Living, (ADLs, IADLs) such as dressing, personal hygiene, bathing, home 

maintenance, cooking, eating, sleeping, breathing, shopping and managing money.

Common Subcategories:

Personal hygiene, care and toileting

Dressing and apparel, and aids to dressing

Housekeeping, cleaning, maintenance

Cooking and eating

Handling, reaching, manipulating

Alerting and signaling

Household management, bill paying (not cognitive, vision, or hearing AT)

Telephony equipment

Decision rules: Architectural/home adaptations or modifications are classified 

under Environmental adaptations. Life safety and life support devices and systems 

that do not involve home modifications are categorized here including medical and 

respiratory equipment. Devices intended to accommodate specific disabilities, such 

as hearing or vision, are assigned to those categories. Devices that assist with 

personal organization are classified as Learning, Cognition and Developmental AT. 

Devices used to accommodate multiple disabilities are categorized here. Devices 

that assist persons with motor impairments not categorized elsewhere are included 

here. EADLs that also function as environmental controls are classified according to 

their primary use. Telephony equipment not intended to accommodate other 

categories of disabilities is listed here. Switches controlling daily living aids or 

unknown devices are reported here. Otherwise switches are reported with the 

category of devices controlled.

Examples:

 Writing guides, adapted writing implements

 Modified or large-handled tools and utensils

 Eating/feeding equipment, including dentures; spiked cutting board, jar 

opener

 Zipper pulls, button hooks, needle threader

 Personal pager, multi-sensing/multi-sensory alerting devices

 Wheelchair desks/trays 

 Reacher

 Wheelchair/walker bag 

 Switch-adapted food processor or other appliance

 Large-button telephone (not for vision or cognitive accommodation).
General Instructions

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7. Environmental Adaptations

Definition: Environmental and structural adaptations to the built environment that 

remove or reduce barriers and promote access to and within the built home, 

employment and community facilities for individuals with disabilities. Environmental 

adaptations usually involve building construction, engineering, and architecture, but 

also include environmental controls and switches that can control a large portion of 

or an entire living environment. Environmental adaptations are typically permanent 

or semi permanent structures, modifications or additions

Decision rules: Adaptations or modifications to vehicles are classified under 

Vehicle modifications. Adaptations to furniture such as chairs, couches, beds, etc., 

would generally be classified under Mobility, Seating, and Positioning. Items or 

structures that are portable or temporary, rather than permanent or semi-permanent, 

structures or items would generally be classified in another category related to the 

functional limitation addressed. For example, shower chairs, commodes, raised 

toilet seats and similar portable items should be classified in the daily living category 

where as a roll in shower, wall or floor mounted grab bars, installed ramps, etc.

would be classified here because they become part of the building structure.

Examples:

 Accessible HVAC controls, accessible plumbing fixtures and controls

 Adapted playground equipment and structures

 Alarm and Security Systems

 Cabinetry and Storage equipment

 Door/Gate Openers including farm and ranch gates/latches

 Environmental controls and switches that control them (i.e., electronic 

systems that enable people to control various appliances, lights, telephones, 

security systems etc.)

 Flooring and Surface materials/Detectable warning surfaces

 General Environmental Access Products

 Lifts

 Lighting/lighting controls

 Ramps

 Signage/signaling products

 Workstations/Desks/Tables, Home-workplace adaptations

 Adapted farm equipment that is not reported as Vehicle Modification and 

Transportation such as sprayers, seeding systems, augers, etc.
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8. Vehicle Modification and Transportation

Definition: Products that give people with disabilities independence and enhance 

safety in transportation through adaptation of vehicles.

Decision rules: Vehicle ramps are classified in this category. Versatile/portable

ramps (temporary adaptation) and wheelchair lifts (permanently installed in 

buildings) are classified under Environmental adaptations.

Examples:

 Adaptive shoulder and seat safety belts

 Tie downs and lock downs that secure the wheelchair to the vehicle floor

 Hand controls

 Extended directional mirrors.

 Vehicles and vans modified with lifts, ramps, raised roofs, etc.

 Adapted farm vehicles such as tractors and other self-propelled vehicles

modified with hand controls, GPS, lifts and ramp systems.
General Instructions

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9. Computers and Related

Definition: Hardware and software products that enable people with disabilities to 

access, interact with, and use computers at home, work, or school. Includes 

modified or alternate keyboards, switches activated by pressure, touch screens, 

special software, voice to text software

Common subcategories:

Decision rules: Classify standard computers and computer-related devices (those 

that will be used without any adaptations) in this category, along with input 

adaptations used to mitigate, compensate or address motor limitations. Do not 

include computer adaptations used to address vision or learning, cognitive or 

developmental limitations.

Examples:

 Standard software

 Standard hardware

 Computer accessories

 Alternative keyboards and pointing devices

 Switches and scanning software used for computer access

 Touchscreens

 Voice recognition systems
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10. Recreation, Sports, and Leisure Equipment

Definition: Products not already classified in other categories that help persons with 

disabilities to participate in sport, health, physical education, recreation, leisure, and 

dance events.

Common subcategories:

 Toys and games

 Sports equipment

 Fitness equipment

 Specialized wheelchairs and recreational mobility equipment

 Musical instruments and related devices

 Arts, crafts and photography equipment

 Gardening and horticultural equipment

 Hunting, fishing, shooting equipment

 Camping, hiking and other outdoor recreational equipment

 Audio and video entertainment equipment

Decision rules: Devices intended to accommodate specific disabilities, such as 

hearing or vision, are assigned to those categories. Specialized products designed 

specifically for recreational, leisure or athletic pursuits are categorized here.

Devices that may have other uses other than specialized products and which are 

selected as AT for a recreational setting should be categorized here. Devices for 

environmental control that also serve as entertainment system controls (e.g. 

television remote) are classified according to their primary use.

Examples:

 Toys, adapted toys and games (includes toys used for developmental 

purposes such as teaching cause and effect.)

 Tennis wheelchairs; beach wheelchairs

 Skiing equipment; sled/sledge hockey equipment

 Gardening tools and equipment; 

 Playing card shuffler;

 Adapted camera and other photography equipment; 

 Adaptive exercise equipment (not used in a rehabilitation setting);

 Adaptive equipment for fishing, hunting, and camping; 

 Adaptive musical instruments and accessories (not used in a school setting);

 Entertainment system remote control not used for lights, heat or other 

environmental control.
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G. Classification of Individuals and Entities

Throughout the reporting system, grantees are asked to classify the individuals and 

entities that participate in a program or receive services based upon who they represent 

and/or the purpose of their interaction. There are seven categories for classifying 

individuals and entities as follows.

Individuals with disabilities: As defined in the AT Act, an “individual with a disability” 

means any individual of any age, race or ethnicity who has a disability and who is or 

would be enabled by an AT device or an AT service to minimize deterioration in 

functioning, to maintain a level of functioning, or to achieve a greater level of functioning 

in any major life activity.

Family members, guardians and authorized representatives: A person who is 

related to an individual with a disability, who is the legal guardian of an individual with a 

disability, or who is authorized by an individual with a disability to act on that individual’s 

behalf or who participate in an activity with an individual with a disability such as friends 

and advocates.

Representatives of Education: This category includes individuals and entities whose 

primary purpose is education and/or those who interacted with the AT program primarily 

for purposes related to education. This category can include any type of educational 

entity such as early childhood, elementary, secondary, special education, remedial 

education, adult basic education, continuing education, and post-secondary programs. 

It includes both public and private educational agencies and organizations and federal, 

state, and local governmental entities who primarily provide or regulate educational 

services (e.g. State Education Agency). This category also includes interactions 

focused on training of graduate students and undergraduate students.

Representatives of Employment: This category includes individuals and entities 

whose primary purpose is employment and/or those who interacted with the AT 

program primarily for purposes related to employment. This category includes seeking 

employment, maintaining current employment or expanding employment options. It 

includes participating in employment training programs, vocational rehabilitation 

programs and other programs related to employment. It can include employers, or firms 

that employ workers or assist them in becoming employed, and providers of 

employment and/or training services to enable individuals with disabilities to become 

employed, include those representing public and private agencies and organizations 

that provide or regulate employment services, such as state employment agencies, onestop career centers, state vocational rehabilitation agencies, community rehabilitation 

programs, vocational training programs, training providers approved under the 

Workforce Investment Act, and apprenticeship programs.

Representatives of Health, Allied Health and Rehabilitation: This category includes 

individuals and entities whose primary purpose is health care, allied health and health 

related rehabilitation services, and/or those who interacted with the AT program 
General Instructions

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primarily for purposes related to health care, allied health and rehabilitation. It includes 

those from hospitals, health clinics, mental health agencies and organizations, and 

managed care providers. This category can also include employees of such 

organizations, such as physicians, physicians’ assistants, nurses, nurse practitioners, 

psychologists, psychiatrists, occupational therapists, physical therapists, speech 

pathologists, audiologists, rehabilitation counselors, hospital discharge planners and 

other hospital employees.

Representatives of Community Living: This category includes individuals and entities 

whose primary purpose is to support community living and/or those who interacted with 

the AT program primarily for purposes related to community living. This category 

includes carrying out daily activities, participating in community activities (e.g., social 

and recreational activities), using community services (e.g., public transportation and 

libraries) and living independently. It can include individuals representing community 

living issues but who are employed by independent living centers, disability-related 

nonprofits, and agencies providing services for seniors, and other related social service 

and community organizations. This category can also include both public and private 

organizations and federal, state and local government entities that primarily provide or 

regulate community living and related services (e.g. a State Department of Aging, Public 

Utilities Commission and State Housing Authority.)

Representatives of Technology: This category includes individuals and entities whose 

primary purpose is delivery of technology devices or services and/or those who 

interacted with the AT program primarily for purposes related to technology. This 

category includes using computers, software, Web sites, telecommunications, office 

equipment, and media. This category can include technology experts such as computer 

programmers, web and application developers, information technology professionals 

and procurement officials along with manufacturers and vendors of information 

technology, telecommunications products, and assistive technology devices.

Sometimes an individual or entity could fit into more than one category depending on 

the program or service utilized and who they represent via their participation. Grantees

must choose one category in which to classify each individual or entity and may not 

count them in multiple categories. In addition, the name or type of organization that 

employs the individual may or may not reflect how they should be categorized. A 

professional or other representative of an entity may be classified differently depending 

upon who they primarily represent in their interaction with the program or service. For 

example:

1. An individual with a disability might work for a technology vendor, but they are 

accessing the device loan program to obtain a loaner while their personal AT is 

being repaired. That person should be classified as an individual with a 

disability as they have accessed the loan program representing themselves as a 

consumer.
General Instructions

19

2. An occupational therapist (OT) employed by a hospital who participates in a 

device demonstration as part of an IEP team would be reported under 

“Representative of Education.” The same OT might borrow devices to use in an 

evaluation as part of their work at the hospital and would be classified as,

“Health, Allied Health, Rehabilitation” under type of borrower.

3. Representatives of State Early Intervention Programs (IDEA Part C) should be 

reported in the category that best fits the lead agency for Part C or the agency 

delivering the Part C services, most typically Health or Education.

In most sections, individuals and entities must be reported in a category as “other” is not 

an option. In some sections “unable to categorize” or “unknown” is an option when the 

program contact with the participant or recipient is limited and it is acceptable for the 

participant or recipient to not provide such information and.

H. State Improvement Outcomes

The AT Act requires reporting on “the outcomes of any improvement initiatives carried 

out by the state as a result of activities funded under this section, including a description 

of any written policies, practices, and procedures that the State has developed and 

implemented regarding access to, provision of, and funding for, assistive technology 

devices, and assistive technology services, in the contexts of education, health care, 

employment, community living, information technology and telecommunications, 

including e-government” (Section 4(f)(2)(B)(ix)).

Grantees are asked to report no more than two MAJOR state improvement initiative 

outcomes (i.e., the results of your Statewide AT Program activities that have produced 

improved policies, practices, procedures or funding of AT at the state or local level) in 

the “State Improvement Outcomes” section of the data collection system. Such 

improvements may result from coordination and collaboration activities, technical 

assistance activities or other improvement initiatives involving the Statewide AT 

Program and those public and private agencies that are responsible for policies, 

practices and procedures that deliver or fund AT.

Grantees should only report improvement initiatives that are funded, at least in part, by 

AT Act funds. Types of improvement initiatives include obtaining new or expanded AT 

funding, protecting AT funding, reducing AT cost to consumers, increasing AT expertise 

in service delivery systems, expanding or protecting system eligibility to obtain AT, 

establishing new or expanded access requirements, protecting access requirements, 

and increasing cost effectiveness and cost-savings in systems.
General Instructions

20

I. Performance Measures

Instructions

For device demonstration, device loan, device reutilization and state financing, states 

must use the performance measure questions provided by RSA to collect data for the 

seven performance measures identified in their State Plan for AT, which are listed 

below.

Access Goals

1. An increase in the percentage of appropriate targeted individuals and entities 

who accessed device demonstration programs and/or device loan programs and 

made a decision about an AT device or service for educational purposes as a 

result of the assistance they received.

2. An increase in the percentage of appropriate targeted individuals and entities 

who accessed device demonstration programs and/or device loan programs and 

made a decision about an AT device or service for employment purposes as a 

result of the assistance they received.

3. An increase in the percentage of appropriate targeted individuals and entities 

who accessed device demonstration programs and/or device loan programs and 

made a decision about an AT device or service for community living as a result of 

the assistance they received.

4. An increase in the percentage of appropriate targeted individuals and entities 

who accessed device demonstration programs and/or device loan programs and 

made a decision about an AT device or service that meets an information 

technology/ telecommunications need as a result of the assistance they received.

Acquisition Goals

1. An increase in the percentage of appropriate targeted individuals and entities 

who obtained devices or services from state financing activities or reutilization 

programs for educational purposes who would not have obtained the AT device 

or service.

2. An increase in the percentage of appropriate targeted individuals and entities 

who obtained devices or services from state financing activities or reutilization 

programs for employment purposes who would not have obtained the AT device 

or service.

3. An increase in the percentage of appropriate targeted individuals and entities 

who obtained devices or services from state financing activities or reutilization 
General Instructions

21

programs for community living purposes who would not have obtained the AT 

device or service.

Use of Performance Measure Questions

Two documents are provided to gather performance measure data: one for the 

“access” measure, and one for the “acquisition” measure. Because the performance 

measure questions have been approved by the Office of Management and Budget 

(OMB), they cannot be modified. Programs should make the documents available in 

accessible formats and can translate them into other languages as long as the 

questions remain consistent with the OMB approved language.

Programs may elect to incorporate the performance measure questions into their own 

data collection system, so long as the language is not modified. For example, programs 

may include the questions in application forms or may ask the questions of program 

participants as part of their interaction with the program or service. Programs may also 

add items or questions that do not in any way change the performance measure 

questions.

Who Must Provide Performance Measure Data

Consumers served by state financing activities and recipients of reutilized devices who 

are identified as those included in the performance measure (see Reutilization, section 

A table) must provide a response to the acquisition questions. There are two primary 

reasons the number of individuals receiving devices through reutilization may not match 

the number for whom performance measure data can be collected:

1. Many device exchange programs have little direct contact with device buyers. 

As a result it may not be possible to collect performance measure data on these 

exchanges from either the buyer or the seller.

2. Some organizations that have an obligation to provide AT may provide it via 

reutilization but are unable to respond to the performance measure questions. 

For example, a school that has an obligation to provide an AT device identified 

in a child’s IEP may obtain the device through the reutilization program. The 

school is not able to respond affirmatively to any of the performance measure 

questions because the issue of affordability or availability are not allowable 

reasons to limit access to AT under IDEA.

States that solely administer a device exchange program and do not operate, or opt for 

comparability for another acquisition activity such as device recycling/refurbishing/repair 

or state finance activity are strongly encouraged to collect acquisition performance 

measure data on those using the exchange program. Otherwise, the state will not have 

data to report related to the acquisition performance measurement.
General Instructions

22

For device loans, states will collect performance measure data only from customers 

who obtained device loans for decision-making purposes. Device loans that served as 

“loaners” while another device was repaired or while the customer waited for funding, 

device loans made to provide a short-term accommodation, and device loans for 

conducting training, self-education or professional development activities will not be 

included in the performance measures.
General Instructions

23

When device loans or device demonstrations are provided to multiple participants:

a. If the end user is directly involved, performance measure data is collected about 

the end-user only, not the other participants. For example, if an individual’s 

family accompanies them to a demonstration, performance measure data would 

not be collected about the family members;

b. If an intermediary is borrowing a device or having a demonstration on behalf of 

multiple end-users, the performance measure data may be collected from either 

the intermediary or from the end-user. For example, a speech pathologist may 

borrow an AT device on behalf of 5 students. Grantees may collect performance 

information related to the speech pathologist’s borrowing experience alone, or 

may ask for data on all 5 students separately for performance measures.

How and When to Collect Performance Measure Data

Programs may collect performance measure data in a manner that best meets their 

needs. The data can be collected in person, via phone, via mail, or online, including 

being integrated into an online exchange system. Regardless of the method of data 

collection, programs should collect the data at the appropriate time. For example, some 

information can be obtained during intake, while other information cannot be obtained 

until after the service has been delivered. In the case of device loans, service delivery 

is considered complete when the device is returned. In the case of device 

demonstrations, service delivery is complete when the device demonstration has 

concluded. To produce valid data, grantees should try to obtain as high a response rate 

as possible.

If performance measure data for an individual served during the current reporting period 

has not been provided to grantees by the date on which annual reports are due, do not 

include that individual in the number served during the current reporting period. 

Instead, include that individual in the number served during the following reporting 

period and report their performance measure data during the following reporting period.

How to Record Nonrespondents

For state financing, recycling, device exchange, and device demonstration, all 

nonrespondents (individuals who are included in the performance measure data 

collection but for whom you are unable to obtain data) will be included in the 

denominator for calculation of performance on the measure.

For device loan, nonrespondents in excess of 35 percent will be included. For example, 

suppose that your program served 100 customers and obtained responses from 55 of 

them. This means that 45 percent of your customers were nonrespondents. Ten 

percent, or 10, of the nonrespondents would be included in the denominator.
General Instructions

24

Determining Primary Purpose for Which AT Devices or Services Are Needed

The performance measures require that consumers be categorized by the primary 

purpose for which AT devices or services are needed. Brief descriptions of these 

categories are as follows:

Employment: The individual or entity requested services from the AT program 

primarily for purposes related to employment. This category includes seeking

employment, maintaining current employment or expanding employment options. It 

includes participating in employment training programs, vocational rehabilitation 

programs and other programs related to employment.

Education: The individual or entity requested services from the AT program 

primarily for purposes related to education. This category includes participating in 

any type of educational program, including early childhood, elementary, secondary, 

special education, remedial education, adult basic education, continuing education, 

and post-secondary programs.

Community living: The individual or entity requested services from the AT 

program primarily for purposes related to community living. This category includes 

carrying out daily activities, participating in community activities (e.g., social and 

recreational activities), using community services (e.g., public transportation and 

libraries) and living independently.

Information technology/telecommunications: The individual or entity requested 

services from the AT program primarily for purposes related to information 

technology/ telecommunications. This category includes using computers, 

software, Web sites, telephones, office equipment, and media. (Note that this 

category is not applicable to the acquisition measure.)

This categorization may be done by the consumer, by the State AT Program based on 

their interaction with the consumer, or a combination of both. State AT Programs must 

categorize non-respondent data (since the consumer has not responded.) Customers 

must be categorized by a single primary purpose for which AT devices/services are 

needed. For example:

a. A consumer uses their computer in almost all aspects of their life, including email communication, participating as a community volunteer, doing homework for 

a class, and in work as a teacher. However, a progressive disability is making it 

increasingly hard to type. Through demonstration activities, the consumer tries 

different kinds of dictation software and makes a choice about which software to 

purchase. The consumer accesses AT through demonstration activities that 

could fit into any of the four primary purposes (Employment, Education, 

Community Living, and Information Technology/Telecommunications). In a 

conversation with a staff member about determining the primary purpose, the 
General Instructions

25

consumer notes that the class they are taking is related to advancing in their job. 

A decision is made that employment is the primary purpose at this time.

b. Another consumer also uses their computer in nearly all aspects of their life and 

obtains a refurbished computer through reutilization activities. Although they

plan to use the computer in a job search when finishing a training program next 

year, the consumer decides that their immediate goal at this point in time is to 

further their education and education is identified as the primary purpose.

J. Customer Satisfaction Surveys

Instructions

Use of Survey Instruments

States must use the survey instrument provided by RSA to collect customer satisfaction 

data. Because the instrument has been approved by the Office of Management and 

Budget (OMB), the questions cannot be modified in any way. The survey instruments 

should be made available in accessible formats. States can translate the survey 

instruments into other languages as long as the questions remain consistent with the 

OMB approved language.

Programs may elect to incorporate the survey questions into their own reporting system, 

so long as the language in the questions is not modified. For example, programs may 

include additional items in the survey that do not in any way change the items provided 

or programs may take the items from the survey and insert them into their own 

instrument.

Who to Survey

Customer satisfaction data, like performance measure data, must be associated with a 

particular activity. That is, the grantee must be able to report customer satisfaction data 

separately for state financing, reutilization, device loans and device demonstration.

For all state-level activities, states will survey all program participants and/or individuals 

reported as served, not just those who were identified as included in performance 

measure data collection.

How and When to Survey

Programs may administer the survey at any time after services are provided in a 

manner that best meets their needs. The survey can be administered in-person, via 

phone, via mail, or online, including being integrated into an online exchange system so 

long as the mechanism allows the respondent to remain anonymous if they so choose. 

To produce valid data, the grantee should try to obtain as high a response rate as 

possible.
General Instructions

26

If satisfaction surveys are done anonymously, it will not be possible to align the surveys 

with individual service recipients. However, anonymous surveys can and should be 

identified as associated with a particular reporting period. Survey responses received 

after submission of satisfaction data for a particular reporting period should NOT be 

reported in the next period. Those responses should be used for program improvement 

purposes only.

How to Record Nonrespondents

Nonrespondents will not be included in the denominator for calculation of performance 

on the customer satisfaction measures. However, the reporting system will calculate a 

response rate for the consumer satisfaction data for informational purposes.
General Definitions

27

II. General Definitions

Throughout the reporting system, terms for which definitions are available are identified 

by an asterisk (*). This General Definitions section contains definitions that appear 

throughout the reporting system. Section-specific instructions and definitions are 

included in the next section.

A. Comparability

As described in Section 4 (e)(1)(B) of the AT Act, a state shall not be required to carry 

out a required state-level activity if the amount of financial support provided from state 

or other nonfederal resources or entities for that activity is comparable or greater than 

the amount that the state would have expended for the activity. The grantee should not 

report data for any state-level activities for which the grantee’s state claimed 

comparability. At the beginning of each section, there is an opportunity to report that 

the grantee has claimed comparability and therefore, is not reporting data.

B. State Flexibility

As described in Section 4(e)(6) of the AT Act, a state may carry out any two or more of 

the required state-level activities, meaning a state can choose not to conduct up to two 

activities. As reported in some State Plans, some states have chosen not to conduct all 

four state-level activities. The grantee will not report data for any State-level activity for 

which the grantee’s Statewide AT Program claimed state flexibility. At the beginning of 

each section, there is an opportunity to report that the grantee has claimed flexibility and 

therefore is not reporting data. Regardless of whether a state has claimed flexibility for 

selected state-level activities, Statewide AT Programs are required to report data on all 

State Leadership activities.
Specific Instructions and Definitions

28

III. Section-Specific Instructions and Definitions

A. General Information

In the General Information section, please enter information about the lead agency in 

items 2-12. If the lead agency is carrying out the program with no separate 

implementing entity, the grantee should please check the box in item 13. If there is an 

implementing entity, then the grantee must complete items 14-24. A state has either a 

lead agency only or a lead agency and a separate implementing entity. The lead 

agency is not considered the implementing entity.

B. State Financing

Instructions

In Section C, Item 3, the grantee will be asked to report on cost savings consumers 

realized as a result of state financing activities that allow consumers to obtain AT at 

reduced cost. The column “Savings to Consumers” should reflect the total savings to 

consumers for all AT devices/services of the type reported in that row.

For each type of AT device, enter the total estimated current purchase price of the 

devices and the total amount for which devices were sold. The system will calculate the 

resulting savings to consumers. Grantees should use the manufacturer’s suggested 

retail price (MSRP) to determine the current purchase price of the device. Using 

estimates is acceptable when exact pricing is not available. If grantees are unable to 

find the exact price for a particular item, then they should use the value of a comparable 

device. Grantees may need to identify multiple similar devices and do an average to 

estimate a MSRP. If the device was given away, then grantees should use a sale price 

of zero in their calculations.

Definitions

State financing activities: Although the AT Act does not include a formal definition 

of state financing activities, the act describes state financing activities as activities to 

increase:

“access to, and funding for, assistive technology devices and assistive technology 

services (which shall not include direct payment for such a device or service for an 

individual with a disability but may include support and administration of a program to 

provide such payment), including development of systems to provide and pay for such 

devices and services, for targeted individuals and entities described in section 

3(16)(A), including—

(i) support for the development of systems for the purchase, lease, or other 

acquisition of, or payment for, assistive technology devices and assistive 

technology services; or
Specific Instructions and Definitions

29

(ii) support for the development of State-financed or privately financed 

alternative financing systems of subsidies (which may include conducting an 

initial 1-year feasibility study of, improving, administering, operating, providing 

capital for, or collaborating with an entity with respect to, such a system) for the 

provision of assistive technology devices, such as—

(I) a low-interest loan fund;

(II) an interest buy-down program;

(III) a revolving loan fund;

(IV) a loan guarantee or insurance program;

(V) a program providing for the purchase, lease, or other acquisition of assistive 

technology devices or assistive technology services; or

(VI) another mechanism that is approved by the Secretary.” Section 4(e)(2)(A)

Access to Telework funds: Many AT programs offer an alternative financing program 

that provides funds for telework. Telework loans allow individuals with disabilities to 

purchase computers or other equipment (including adaptive equipment) to use for 

teleworking. Telework loans are reported exclusively in the RSA Telework Report 

NOT as part of State Financing Activities even if Telework is part of your State Plan.

Active loan – a loan for which a borrower owns money and is still actively making 

payments (i.e. the loan has not been paid in full by the borrowers or otherwise “closed” 

due to default). For purposes of calculating default rate, an active loan means the 

unpaid percentage of guaranty or revolving loan balance the loan administering 

organization is responsible for paying in case of a default at the end of the reporting 

period of all active loans, no matter when they originated.

Administrative role: The system calls for reporting on financial loan programs in which 

the Statewide AT Program has a financial investment or administrative role. An 

administrative role reflects direct dedication of staff time to assist an individual in 

securing a loan, such as assisting an individual with completing a loan application. This 

does not include general staff time cultivating a relationship with a lending institution or 

providing general guidance to a consumer.

Approved-loan not made: This includes loans that were approved but not accepted 

by the consumer and loans that were withdrawn after review.

Cooperative buying activities: Cooperative buying programs purchase AT in bulk at a 

discount from AT suppliers and then pass the savings on to consumers.

Default: A loan is in default, on or before, 120 days in which the borrower has not 

made the scheduled payment for the balance still owed; or at which time the 

organization administering the loan paid the lending institution the remaining agreed 

upon balance of loan. Do not count any payments that may have been made by the 

loan administering organization on behalf of the borrower during that 120-day period.

The amount in default, for a reporting period should reflect total net losses during the 
Specific Instructions and Definitions

30

reporting period, specifically the amount unpaid on a loan considered “in default” and/or 

any loan guarantee payout amounts minus the amount of collateral recovered.

Default rate: The default rate is the net dollar loss on loans divided by the total dollar 

value of active loans. Net dollar loss on loans means the amount lost as a result of 

default during this reporting period after subtracting any funds that were recovered. It 

includes the amount that is unpaid on any loans in default and any loan guarantee 

payout amounts minus the amount of collateral recovered. Total dollar value of active 

loans means the unpaid percentage of guaranty or revolving loan balance the loan 

administering organization is responsible for paying in case of a default at the end of the 

reporting period of all active loans, no matter when they originated.

Feasibility study: An initial one-year study of improving, administering, operating, 

providing capital for, or collaborating with another entity with respect to the development 

of state-financed or privately financed alternative financing systems of subsidies for AT 

devices and services.

Financial loan program(s): A state financing activity that provides loans for purchase 

of AT devices and services and for which the program can report the number of 

applications received, approved and rejected; the default rate; the range and average 

interest rate; and the range and average income of approved applicants. A financial 

loan program may make loans directly (revolving loans) or may make partnership loans 

using dollars from another source, usually a financial institution.

Interest buy-down loan: A partnership loan in which AT program funds are used to 

buy down the interest rate of a loan. The AT program uses funds to reduce the interest 

rate that lending institutions offer to consumers for loans to purchase AT. The AT 

program pays the lending institution for a portion of the interest on the loan which 

results in lower interest payments for the consumer over the long term.

“Last resort” activities: Programs that provide AT, or funds to purchase AT, to 

consumers when other acquisition options are not readily available. These may be 

programs operated with funds that are earmarked for particular types of consumers 

(such as children), particular types of AT (such as home modification), or for individuals 

who meet certain income limitations. States may not use AT Act dollars to provide 

funds or devices directly to individuals. AT Act dollars may be used to administer a last 

resort fund comprised of non-AT Act dollars.

Loan guarantee or insurance program: The grantee uses its funds to guarantee all 

or a portion of loans for AT. A guaranteed loan is a partnership loan in which the 

Statewide AT Program guarantees that the loan to a consumer is secure and will be 

repaid, thus increasing the lender’s willingness to loan funds.

Low-interest loan fund: In a low-interest loan fund, a Statewide AT Program 

establishes an agreement with a lending institution to provide loans for AT at “preferred” 

interest rates. Preferred interest rates are highly variable and context-specific, 
Specific Instructions and Definitions

31

depending upon such factors as the prime lending rate, the borrower’s credit rating, and 

whether the loan is secured. The mechanism or mechanisms by which states arrange 

for lending institutions to provide low-interest loans for AT are variable, but typically 

include a requirement that the Statewide AT Program deposit its funds with the lending 

institution. The interest that the Statewide AT Program’s funds would normally generate 

is then used by the lending institution to supplement the interest it charges consumers 

on loans for AT, thus resulting in lower interest rates paid by the consumers.

The reporting form collects data on two types of low-interest loans: (1) low-interest 

loans at or below prime rate and (2) preferred interest loans. Both loans are defined as 

follows:

1. Low-interest loan (at or below prime rate): A partnership loan* at interest 

rates that are at or below the prime rate. The prime rate, which fluctuates over 

time, is the interest rate charged by commercial banks for large loans to their 

most creditworthy business and industrial customers.

2. Preferred interest loan: A partnership loan* offered at an interest rate that is 

lower than the consumer would normally pay, but not as low as the prime rate.

Partnership loan: A loan administered by and using dollars from a source other than 

the Statewide AT Program, usually a financial entity, for which the Statewide AT 

Program has an investment through interest or principal buy-down, loan guarantee, 

agreement with a financial institution based on an investment deposit, or other 

financial/administrative role that was approved in a State Plan.

Revolving loan fund (or revolving loan): A loan fund that uses Statewide AT 

Program funds for loans. The AT program directly provides the funds that are to be 

loaned out and retains full control over to whom and at what terms the funds are loaned. 

As loans are repaid, the money is lent out again to other AT consumers — that is, the 

same money “revolves” out to other borrowers as earlier borrowers return it to the 

program.

Telecommunications distribution: A program to distribute telecommunications 

equipment that serves the needs of people with disabilities, including safety needs 

during emergencies. States may not use AT Act dollars to provide funds or devices 

directly to individuals. AT Act dollars may be used to administer a telecommunications 

distribution program comprising non-AT Act dollars.

Title III Funded Alternative Financing Program (AFP): One of the 33 programs 

funded under Title III of the AT Act to provide alternative financing mechanisms for 

acquisition of AT. States reporting Title III AFP loans as a state financing activity must 

complete the additional data in Item 7 of Section A. AFP loans should only be 

reported once, either as a financial loan under State Financing in the RSA-572 

State Grant for AT Progress Report OR as a financial loan in the RSA-662 AFP 

Progress Report.
Specific Instructions and Definitions

32

C. Reuse

Instructions

For reassignment/refurbishment and repair activities, you will be asked to report the 

total estimated value of devices that were reassigned, refurbished or repaired.

Use the Manufacturer’s Suggested Retail Price (MSRP) to determine the original value 

of the device. If you are unable to find the exact price for that particular item, attempt to 

locate a comparable item and use the price for that device. You may need to identify 

multiple similar devices and do an average to estimate a MSRP. Using estimates is 

acceptable when exact pricing information is not available.

Instructions for Data Collection on Device Exchange

Device exchange activities are those in which devices are listed in a “want ad”-type 

posting and consumers can contact and arrange to obtain the device (either by 

purchasing it or obtaining it for free) from the current owner. Exchange activities do not 

involve warehousing inventory and do not include repair, sanitation or refurbishing of 

used devices.

In some cases, a Statewide AT Program serves as an intermediary directly involved in 

making this exchange; in others the consumer and current owner make this exchange 

without the involvement of the Statewide AT Program. Data on device exchange may 

be difficult to gather if your program does not serve as an intermediary role where you 

are directly involved in the exchange.

If you operate a device exchange you have options for collecting data. You may choose 

to report data by collecting information from the current owner of the device; collecting 

information from the recipient of the device; or collecting information from a combination 

of the recipient and current owner. You can choose to exclude exchange device 

recipients from performance measure data reporting simply because you are unable to 

or it is too difficult to collect such data. Exchange is the only activity that offers this optout option for performance measure data.

Example #1: You may choose to contact those who removed devices from your 

exchange during this reporting period. Many of these individuals will report that they 

removed the posting because the device was successfully exchanged. If you confirm 

with the “seller” that the exchange took place as a result of your device exchange rather 

than for some other reason, you likely already know the device (meaning you can 

categorize it and estimate the current purchase price) and the seller can tell you for how 

much the device was sold (or transferred at no cost). The seller may have interacted 

with the buyer to the extent that he can provide you with performance measure data. If 

so, you can obtain all of the needed information from the seller.

Example #2: You may take the steps in Example 1; however, the seller does not have 

enough information to help you with the performance measures. The seller may be 
Specific Instructions and Definitions

33

willing to provide you with contact information for the buyer so you can do a follow up 

and obtain performance measure information. This is an instance of obtaining 

information from both buyer and seller.

Example #3: You may build a feature into your system that does not allow a buyer 

access to the seller’s information without first providing you with contact information. 

You then may follow up with each of these buyers to see if they purchased devices from 

sellers. From those who made a purchase, you can get the purchase price and 

performance measure information.

CAUTION: If your program operates a device exchange program as the ONLY activity 

yielding an “acquisition” performance measure, you are strongly encouraged to gather 

and report performance measure data on the exchange program. If, however, you 

operate another type of reutilization activity or one or more state financing activities you 

may choose to use only those activities to generate the required device acquisition 

performance measure data.

Definitions

Device reuse programs: Although the AT Act does not include a formal definition of 

device reuse programs, the Act describes reuse programs as programs that provide for 

the exchange, repair, recycling or other reutilization of assistive technology devices, 

which may include redistribution through device sales, loans, rentals or donations, 

carried out either directly or in collaboration with public or private entities (Section 

4(e)(2)(B)).

Device exchange activities: Activities in which devices are listed in a “want ad”-type 

posting and consumers can contact and arrange to obtain the device (either by 

purchasing it or obtaining it for free) from the current owner. Exchange programs do not 

involve warehousing inventory and do not include repair, sanitation or refurbishing of 

used devices. In some cases the Statewide AT Program acts as an intermediary during 

the exchange, in other cases the Statewide AT Program is not involved in the 

transaction.

Device reassignment/refurbishment and repair activities: Activities in which devices 

are accepted (usually by donation) into an inventory are sanitized and refurbished as 

needed, and then offered for sale, loan, rental or give away to consumers as recycled 

products. Repair activities are those in which devices are repaired for an individual 

(without the ownership of the device changing hands) which prevent the owner from 

needing to purchase a device.

Open-ended device loans are when a device borrower can keep a device (usually a 

reused device) for as long as required to meet a particular need.
Specific Instructions and Definitions

34

D. Device Loans

The purpose of the loan may be to assist in decision making, to serve as a loaner while 

the consumer is waiting for device repair or funding, to provide an accommodation on a 

short-term basis for a time-limited event, or for training self-education or other personnel 

development activities. Only loans for the purpose of decision-making should be 

included in the performance measures.

Definitions

Device loans: Although the AT Act does not include a formal definition of device loan 

programs, it states that states are to “directly or in collaboration with public or private 

entities, carry out device loan programs that provide short-term loans of assistive 

technology devices to individuals, employers, public agencies, or others seeking to 

meet the needs of targeted individuals and entities, including others seeking to comply 

with IDEA, ADA and Section 504” (Section 4(e)(2)(C)).

Device borrower: An individual, group of individuals, or entity that receives a shortterm device loan for the purpose of making a decision, serving as loaner, providing an 

accommodation or for training, self-education or other professional development 

activity.

Short-term device loans: An occasion on which a device or devices are borrowed by 

an individual/entity who will use the device to make a decision (one decision) based on 

data, judgments, and other relevant information gained from trial use of the device in a 

natural environment, as a loaner during device repair or while waiting for funding (no 

decision is involved), to provide an accommodation (no decision is involved), or for 

training, self-education or other professional development activity (no decision is 

involved).

Length of short-term device loans: The standard length of loan established by each 

grantee’s policies or practices reported in calendar days. Open-ended device loans, in 

which the device borrower can keep the device for as long as it is needed, are a form of 

device reuse and should be reported under that activity rather than device loans.

E. Device Demonstrations

Instructions

Device demonstrations compare the features and benefits of a particular AT device or 

category of devices for an individual or small group of individuals. The purpose of a 

device demonstration is to enable an individual to make an informed choice.

Whenever possible, the participant should be shown a variety of devices. Device 

demonstrations should not be confused with training activities at which devices are 
Specific Instructions and Definitions

35

demonstrated. Training activities are instructional events designed to increase 

knowledge, skills, and competencies, generally for larger audiences.

Device demonstrations also should not be confused with public awareness activities at 

which devices are demonstrated. The key difference is that device demonstrations are 

intended to enable an individual to make an informed choice rather than merely making 

him or her aware of a variety of AT.

Definitions

Device demonstrations: Although the AT Act does not include a formal definition of 

device demonstrations, the Act describes device demonstrations as activities to.

“directly, or in collaboration with public and private entities, such as one-stop 

partners, as defined in section 101 of the Workforce Investment Act of 1998 (29 

U.S.C. 2801), demonstrate a variety of assistive technology devices and assistive 

technology services (including assisting individuals in making informed choices 

regarding, and providing experiences with, the devices and services), using 

personnel who are familiar with such devices and services and their applications.

(ii) COMPREHENSIVE INFORMATION. — The State shall directly, or through 

referrals, provide to individuals, to the extent practicable, comprehensive 

information about State and local assistive technology venders, providers, and 

repair services.” Section 4(e)(2)(D)

Device Demonstrations: In a device demonstration for an individual, guided 

experience with the device(s) is provided to the participant with the assistance of 

someone who has technical expertise related to the device(s). This expert may be in 

the same location as the participant or may assist the participant through Internet or 

distance learning mechanism that provides real-time, effective communication to deliver 

the necessary device exploration.

A demonstration is characterized by its interactive nature whereby the participant can 

interact with an expert to increase their knowledge and understanding about the details 

and functions of a device; the participant drives the demonstration and has the ability to 

interact and have their individual questions about the device addressed. If the 

demonstration is conducted via the internet or distance learning mechanism it must be a 

real-time, interactive demonstration that provides one-on-one assistance to the 

participant. A web-based demonstration that is archived or is a static presentation 

without interaction is considered an awareness activity, not a demonstration.

If a demonstration is to be conducted without the participant having direct (hands-on) 

access to the devices to be demonstrated, the interaction must be structured to ensure 

the device can be adequately explored to enable decision-making. For many types of 

AT devices, it will not be possible to provide adequate interaction in a demonstration 

without the device being in the hands of the participant. For example, a demonstration 
Specific Instructions and Definitions

36

of a daily living aid like a “pill minder” might be done with the participant asking the 

demonstrator to fill, set and use the device while they watched on interactive video that 

might provide adequate information for decision- making. However, having a 

demonstrator “show” a Braille note taker to an individual with a vision disability via 

interactive video would not be adequate.

Device demonstration referral: Following a device demonstration, provision of 

information about a specific source where the customer may obtain additional 

information or services related to the devices demonstrated. A referral must provide a 

consumer with information on how to contact that source directly. Referrals may be 

made to funding sources, service providers, vendors or repair services. Do not include 

referrals to other components of your Statewide AT Program Report only on referrals 

that result from demonstration activities, not referrals made through an information and 

referral service.
Specific Instructions and Definitions

37

F. Training

Definitions

Training: Although the AT Act does not include a formal definition of training, the Act 

describes training as:

“activities that enhance the knowledge, skills, and competencies of 

individuals...(from entities described above) which may include—

(aa) general awareness training on the benefits of assistive technology and the 

... funding sources available to assist targeted individuals and entities in 

acquiring assistive technology;

(bb) skills-development training in assessing the need for assistive technology 

devices and assistive technology services;

(cc) training to ensure the appropriate application and use of assistive technology 

devices, assistive technology services, and accessible technology for egovernment functions;

(dd) training in the importance of multiple approaches to assessment and 

implementation necessary to meet the individualized needs of individuals with 

disabilities; and

(ee) technical training on integrating assistive technology into the development 

and implementation of service plans, including any education, health, discharge, 

Olmstead, employment, or other plan required under Federal or State law” 

(Section 4 (b)(i)(II))”.

Training activities are instructional events usually planned in advance for a specific 

purpose or audience that are designed to increase participants’ knowledge, skills, and 

competencies regarding AT. Such events can be delivered to large or small groups, inperson, or via telecommunications or other distance education mechanisms. In general, 

participants in training can be individually identified and could complete an evaluation of 

the training. Examples of training include classes, workshops, and presentations that 

have a goal of increasing skills, knowledge, and competency, as opposed to training 

intended only to increase general awareness of AT.

Distinguishing Training Activities from Public Awareness Activities

Training activities have more depth and breadth than public awareness activities and 

are focused on skill building and competency development. If the purpose of a training 

session is to create awareness, the training session should be counted under public 

awareness, not under training. In general, participants in training can be individually 
Specific Instructions and Definitions

38

identified, while in awareness activities it may not be possible to identify each 

individually.

Working with individual consumers on how to use a particular AT device or 

troubleshooting problems with devices should be reported under Public Awareness as 

Information and Assistance.

Distinguishing Training from Technical Assistance

Training is designed to teach, present or guide individuals in order to impart knowledge, 

skills and competencies. Technical assistance is focused on providing extensive 

assistance to state or local agencies or other entities (rather than individuals) and 

generally involves problem solving to achieve a mutually agreed upon goal. Technical 

assistance may involve multiple contacts and interactions over an extended period of 

time.

In some cases, training may be a component of technical assistance. Training that is 

provided as part of technical assistance can be reported here, but only if the training 

was one of other several technical assistance activities. If training was the only 

technical assistance activity, it can be reported as either training or technical assistance, 

but not both.

G. Technical Assistance

Definitions

See previous section, “Training,” for the AT Act’s description of “technical assistance.”

Technical Assistance (TA) is defined as direct problem-solving service provided by 

Statewide AT Program staff to assist programs and agencies in improving their 

services, management, policies and/or outcomes. TA may be provided in person, by 

electronic media such as telephone, video or e-mail and by other means. The following 

are examples of technical assistance: needs assessment, program planning or 

development, curriculum or materials development, administrative or management 

consultation, program evaluation and site reviews of external organizations, and policy 

development.

Mandatory transition activities that are technical assistance are reported in this section; 

mandatory transition activities that are training are reported in the training section.

Distinguishing Technical Assistance from Information and Assistance

Technical assistance is provided to agencies or other organizations, not to individuals. 

Intensive support provided to an individual, for example assisting an individual 

troubleshoot problems with an AT device or address a funding issue, is reported in 

Information and Assistance. Technical assistance typically includes multiple 

contacts/interactions over an extended period of time with an agency or organization. 
Specific Instructions and Definitions

39

Less intensive support services, including single-contact requests for information or 

limited assistance, should also be reported under Information and Assistance.

Distinguishing Technical Assistance from Training

Training is designed to teach, present or guide participants in order to impart 

knowledge, skills and competencies to individuals while technical assistance may be 

designed to help entities (not individuals) improve their policies, practices and 

procedures. This generally involves problem solving.

In some cases, training may be a component of technical assistance. Training that is 

provided as part of technical assistance can be reported in the training section, but only 

if the training was one of many several technical assistance activities. If training was 

the only technical assistance activity, it can be reported as either training or technical 

assistance, but not both.
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H. Public Awareness and Information and Assistance

Definitions

Public awareness: Although the AT Act does not include a formal definition of public 

awareness, the Act describes public awareness activities as activities:

“to provide information to targeted individuals and entities relating to the 

availability, benefits, appropriateness, and costs of assistive technology devices 

and assistive technology services, including—

(aa) the development of procedures for providing direct communication between 

providers of assistive technology and targeted individuals and entities, which may 

include partnerships with entities in the statewide and local workforce investment 

systems established under the Workforce Investment Act of 1998 (29 U.S.C. 

2801 et seq.), State vocational rehabilitation centers, public and private 

employers, or elementary and secondary public schools;

(bb) the development and dissemination, to targeted individuals and entities, of 

information about State efforts related to assistive technology; and

(cc) the distribution of materials to appropriate public and private agencies that 

provide social, medical, educational, employment, and transportation services to 

individuals with disabilities” (Section 4(e)(3)(B)(ii)(I))”.

Statewide Information and Referral System: Although the AT Act does not include a 

formal definition of a statewide information referral system, the Act describes such a 

system as follows:

“(aa) IN GENERAL. — The State shall directly, or in collaboration with public or 

private (such as nonprofit) entities, provide for the continuation and enhancement 

of a statewide information and referral system designed to meet the needs of 

targeted individuals and entities.”

“(bb) CONTENT. — The system shall deliver information on assistive technology 

devices, assistive technology services (with specific data regarding provider 

availability within the State), and the availability of resources, including funding 

through public and private sources, to obtain assistive technology devices and 

assistive technology services. The system shall also deliver information on the 

benefits of assistive technology devices and assistive technology services with 

respect to enhancing the capacity of individuals with disabilities of all ages to 

perform activities of daily living” (4(e)(3)(B)(ii)(III))”.
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41

Public Awareness:

Public awareness activities are designed to reach large numbers of people, including 

activities such as public service announcements, radio talk shows and news reports, 

newspaper stories and columns, newsletters, brochures, and public forums. Actual 

numbers of information recipients are often difficult to know for certain, but should be 

reported when known, and in other cases estimated as accurately as possible.

Information and Assistance:

Information and assistance (I&A) activities are those in which the AT program responds 

to requests for information and/or puts individuals in contact with other agencies, 

organizations, or companies that can provide them with needed information on AT 

products, devices, services, funding sources, or other related disability topics, or 

providing intensive assistance to individuals about AT products, devices, services, 

funding sources, or other related disability topics. This information may be provided in 

person, over the telephone, via email, or by some other means.

Distinguishing Public Awareness from Training

The intended outcome of an activity should determine whether it is reported under 

public awareness or training. Include presentations made for the purpose of general 

awareness under public awareness. Do not include training sessions with the intended 

outcome of participants applying new knowledge or skills in addressing AT 

device/service issues (which should be reported under training). Note: Activities should 

be counted in only one category.

I. Additional and Leveraged Funds

Although the AT Act does not include a formal definition of leveraged funding or other 

contributed resources, Section 4(f)(2)(B)(x) calls for Statewide AT Programs to report, 

“...the source of leveraged funding or other contributed resources, including resources 

provided through subcontracts or other collaborative resource-sharing agreements, from 

and with public and private entities to carry out State activities described in subsection 

(e)(3)(B)(iii), the number of individuals served with the contributed resources for which

information is not reported under clauses (i) through (ix) or clause (xi) or (xii), and other 

outcomes accomplished as a result of such activities carried out with the contributed 

resources....”

If a state receives non-AT Act funds and uses those funds to conduct activities 

authorized under the AT Act these funds should be reported as leveraged funds or 

contributed resources under “Additional and Leveraged Funds.” For example –

A state may receive telecommunications funding to provide adaptive telephone 

equipment to eligible individuals in their state. This activity could be a state financing 

activity if so reported in the State Plan. The recipients of this service would be reported 

under state financing and the amount and source of funds reported in the Leveraged 
Specific Instructions and Definitions

42

Funds section. Or such program might not be included in the State Plan even though it 

is an authorized AT Act activity. In that case, the activity would be reported in the 

Leveraged Funds section only. Funding reported on in this section may or may not be 

considered program income.
Specific Instructions and Definitions

43

Definitions

Dollars reported in Leveraged Funding Sections A or B must be categorized by fund 

source. The definitions of each category are as follows:

Federal – Grants that are received directly by the State AT Program from federal 

agencies, e.g. RSA, NIDRR, OSEP, etc.

Public/State Agency – Grants, contracts, memorandum of understanding and 

similar agreements between the State AT Program and state or other public 

agencies with an form of dollars, e.g. federal flow through, dedicated state funds, 

etc.

State Appropriations – State dollars/general state funds directly appropriated to the 

State AT Program;

Private – Grants, contracts, memorandum of understanding and similar agreements 

with private agencies funded with dollars that can be of any type.