State Leadership Activities

AT Act Programs conduct statewide leadership activities to increase awareness and enhance the use of assistive technology.

Training and Technical Assistance

AT Act Programs develop and disseminate training materials, conduct training, and provide technical assistance on a number of topics for individuals from local settings statewide, including representatives of state and local educational agencies, other state and local agencies, early intervention programs, adult service programs, hospitals and other health care facilities, institutions of higher education, and businesses.

Public Awareness

AT Act Programs conduct public awareness activities, including statewide information and referral systems, designed to provide information that relates to the availability, benefits, appropriateness, and costs of AT.

Coordination and Collaboration

To improve access to assistive technology, AT Act Programs work with many public and private entities responsible for policies, procedures, or funding for the provision of assistive technology devices and services to individuals with disabilities, service providers, and others.

Transition Services

AT Act Programs develop and disseminate training materials, conduct training, facilitate access to AT, and provide technical assistance to assist school children with disabilities transitioning to work or postsecondary education and adults with disabilities who are maintaining or transitioning to community living.

The National Assistive Technology Technical Assistance Partnership is a cooperative agreement between the U.S. Department of Education and RESNA. The grant (Grant #H224B050003; CFDA 84.224B) is funded under the Assistive Technology Act of 1998, as amended and administered by the Rehabilitation Services Administration, Office of Special Education and Rehabilitative Services at the U.S. Department of Education.

This website is developed with grant funds. The information contained on these pages does not necessarily reflect the policy or position of the U.S. Department of Education or the Grantee and no official endorsement of the information should be inferred.