In This Edition:

• Creating Inclusive Communities with BlueAssist
• Students and Educators Share at EdCamp Access Boston
• The PARCC Assessment and Assistive Technology: What Do IEP Teams Need to Know?
• AT Success Story: Candido Can!
• Proloquo4Text in Spanish and Other App Options for Non-English AAC
• Get AT Stuff Highlights
• Upcoming Events (opens the MassMATCH Events page)

Creating Inclusive Communities with BlueAssist

Coming soon to New England–a community-building initiative that’s gaining ground around the globe

BlueAssist is a global initiative aiming to create caring communities that are more responsive to people with cognitive and communication challenges. It combines the “safe routes to school” concept with the universal recognition of the wheelchair icon to promote a new symbol for requesting assistance. Paired with awareness and outreach efforts, the BlueAssist symbol helps people with intellectual, cognitive, and communication difficulties ask passers-by for help. In this way, BlueAssist may soon enhance how community members look after one another, and research suggests it may lead to substantial cost savings in the process.

The BlueAssist idea originated as a graduate student’s project in Belgium in 2007. Initially, it began as a symbol intended for use with low-tech communication aids—cards displaying different assistance messages—to help users interact within their communities. Today, BlueAssist is a nonprofit based in Belgium, and its strategy has grown to include mobile apps with features helpful for remaining on task, staying safe, and keeping connected to caregivers. An app version was tested by day programs and various institutions in Belgium and the Netherlands during 2010 and 2011, then refined and tested more broadly with the support of the Belgian government in 2012 and 2013. Currently, individuals with disabilities are trained to use these low and high-tech BlueAssist tools to seek assistance from community members. In the language of BlueAssist, they become empowered by their growing “interdependence.”

The Movement Grows

In the Netherlands and Belgium, the BlueAssist symbol is increasingly integrated into public transportation systems and government services, along with other BlueAssist-friendly locations (such as businesses that have become partners). Belgium has officially recognized BlueAssist as a social innovation; as of 2013, the city of Ostend has been actively promoting the adoption of BlueAssist by the entire community, with Genk and Kortrijk soon to follow. Recently, the BlueAssist Android app and its companion apps (together known as “Cloudina”) became available to the general public (not only institutions) through Google Play. Thus, BlueAssist has evolved into a top-down and bottom-up social movement, partly driven by assistive technology.

According to Sandy Hanebrink, Executive Director of Touch the Future Inc. (the U.S. distributor of Cloudina), the BlueAssist app currently has over 2,000 users worldwide. Beyond Belgium and the Netherlands, BlueAssist is present in Canada, the U.K., Spain, Germany, Israel, and Qatar. In the U.S., BlueAssist initiatives exist in Georgia, North Carolina and South Carolina, New York, North Dakota and South Dakota, and will soon expand to Missouri, Florida, New Jersey, California, and Oregon. Additionally, she notes, BlueAssist will shortly arrive in Portland, Maine. The University of New England is piloting Portland as a BlueAssist community, establishing BlueAssist-friendly spaces, and there are ongoing preparations to pilot the Cloudina apps with adults attending a Portland day program.

In the U.S., BlueAssist interest may also soon grow due to Senator Schumer’s proposal for Avonte’s Law. The law honors the memory of the 14-year-old boy from Queens, New York who went missing from school grounds last October (and was later found dead). Avonte Oquendo, like many children with autism, was prone to wander. If passed, Avonte’s Law would finance optional electronic tracking devices to be worn by children with autism. “The tragedy has highlighted the need for both safer communities and a way for some parents to find their children before they get too far,” Hanebrink notes. “Blue Assist can provide both.”

Powerful–Simple–Apps

Indeed, the Cloudina Phone app (a companion app to BlueAssist) includes an optional, secure GPS tracking feature. This option allows authorized contacts to find the app user by sending a text. It also enables the user to quickly send their location (only to authorized contacts) with just a tap.

The feature can work together with the BlueAssist app. BlueAssist displays a Help icon with messages tailored to a user’s anticipated needs (for example, “Can you call my coach and tell them I need help?”). It also includes a call button programmed with a support person’s phone number. Messages are shown for easy sharing with community members, but the app can also read messages aloud using synthetic speech. Combined with the Phone app’s GPS tracking capability, these are powerful tools for safety and autonomy. For those who need it, the BlueAssist app can even be programmed to dial 911, and the Phone app can allow 911 responders to locate the user via GPS. Hanebrink says some users create a BlueAssist message specifically for 911, providing them with peace of mind. Thanks to the app’s synthetic speech feature, users can deliver their message directly and independently over the phone. (For example: “This is a 911 call from John Doe, a BlueAssist user who is unable to communicate. Please send a text to (555) 555-5555 to get John’s GPS location and dispatch emergency services. John’s emergency contact is Jane, reachable at (555) 555-555X.”)

Who Benefits

The Cloudina apps are most commonly used by adults with intellectual disabilities such as Down syndrome and autism, but Hanebrink believes their potential reach is broader. This technology appeals strongly to job coaches, residential programs, adult day programs, and schools because it promotes independence within the community while allowing remote caregiver support. “With these apps, users have learned to independently navigate public transportation. They become less dependent on specialized transportation or their coaches, which saves considerable costs.” Hanebrink says programs in Europe are reducing waiting lists and serving more clients. “This movement benefits everyone—that’s why it’s gaining momentum. We’re creating safer, more inclusive communities for people with disabilities, students, and seniors. Individuals are gaining independence and a higher quality of life. Meanwhile, support programs are saving on transportation costs. It’s truly a win-win for everyone.”

About the apps (Android only, iOS coming soon)

Cloudina BlueAssist is the full version of the BlueAssist app. It includes:

• The ability to create multiple help messages, each labeled by an identifying image or symbol (should the user not read).
• Synthetic voice options for reading messages aloud (speech generation).
• An integrated call button programmed to dial a designated support person.
• An interface with only two levels for ease of use.
• Adjustable font size.

The app is available for a 30 day free trial and charges $12/month thereafter unless bundled with additional Cloudina apps ($16/month for the complete package).

Cloudina Phone is a simple to use phone book app with unique features for users with cognitive challenges.

• Name or picture-labeled contacts, one per page, with call button.
• Swipe pages to browse contacts or view grid of contact options (if 8 or less).
• Secure GPS tracking. Allows the user to send their GPS location to a specific contact if lost. Designated contacts may also locate a user by sending a text message even if the user does not initiate communication.
• Each contact’s hours of availability may be programmed into the app (preventing calls at midnight, for example).
• Adjustable font size.
• One level interface for ease of use.

The app is available for a 30 day free trial and charges $12/month thereafter unless bundled with additional Cloudina apps ($16/month for the complete package).

Blue Assist Lite (free)

• Displays the Blue Assist icon with one fixed “help” message (available in several languages).
• The ability to create and customize one additional message.
• An integrated “call” button that is programmed so a community member can dial a designated support person for assistance.
• There are three symbols to choose from for use with the custom message to help the user identify the subject of their message if they do not read (a question symbol, a shopping cart symbol, and a bus symbol).

Also explore the Cloudina Photo Album and Cloudina Calendar apps! These may be used for creating schedules, programming reminders, and accomplishing tasks.

Visit the Blue Assist website
Get the Blue Assist Campaign Flyer (PDF)
Download the Blue Assist card template (low-tech approach, PDF)

Students and Educators Share at EdCamp Access Boston

Last month, 85 people attended the second annual EdCamp Access Boston held at Marshall Simonds Middle School in Burlington. Participants included special and general educators, assistive technology specialists, occupational therapists, speech and language therapists, and students. They came from both public and private schools, eager to learn from each other in the rapidly expanding “unconference” tradition.

Participant-driven Professional Development

EdCamp “unconferences” are free professional development (PD) events without a predetermined agenda but with a focus on education and, often, technology. They rely on the willingness of whoever attends to lead or participate in discussions about topics of personal interest. EdCamps are not intended to provide continuing education credits; instead, they’re a grassroots approach to PD that harnesses participants’ passion for collaborative learning. These gatherings are democratic, non-commercial events without keynote speeches, vendor booths, or sponsored sessions.

EdCamp Access emphasizes technology solutions for students facing unique learning challenges (though not every session strictly follows that theme). The event was organized by Karen Janowski, an AT specialist working in Newton Public Schools (and longtime member of the MassMATCH AT Advisory Committee), along with Patric Barbieri, Executive Director of LABBB Collaborative. In the school’s open central stairwell, organizers placed a large paper schedule displaying blank time slots for breakout sessions in various classrooms. Markers were provided so attendees could propose sessions.

Topics that emerged on this day included: “Let’s Talk About Text-to-Speech,” “Assistive Technology in the IEP,” “Overcoming Limited Access to Technology,” “Twitter 101,” “MCAS and Struggling Learners,” “How Do We Help Without Teaching Helplessness?” and “Clicker + Application.”

“We follow the rule of two feet,” Janowski told attendees during her opening remarks. “If you want to get up and check out another conversation, feel free to do so.” Each EdCamp concludes with an “Apps Smackdown,” during which all participants gather to share apps they find valuable.

Powerful Student Panel

The most powerful moment of the day came right at the beginning. Janowski started things off with a panel of five students who shared their experiences and answered questions from the whole group. The students ranged from a 5th grader to a first-year college student; most had learning disabilities and used assistive technology in their classes.

The panel provided an opportunity for educators to hear directly from students about what had been helpful or challenging. One 5th-grade girl, “Sarah,”* described how she uses Voice Dream Reader, the text-to-speech app, to listen to books while following along with highlighted text. Sarah has dyslexia and explained that before getting an iPad, she might read one book in four months. Using the app, she said she was now able to read six books in one month. Another panelist, “Dan,” an 8th grader, talked about the difficulties of using his apps in class, particularly when teachers assumed he wasn’t working. “Sometimes it would be helpful if teachers trusted students more and didn’t just think we’re goofing off.”

“So what do you think teachers need to know?” Janowski asked. “This is an opportunity. You have a captive audience.”

Sarah: “That you’re a normal person but you just need technology.”

Dan: “A lot of teachers don’t approve of it. But I think they should. It feels good to turn your education around.”

The students alternated between recommending apps—Paperport Notes, myHomework, Notability—and sharing how it feels to be seen as different or even bullied. As the time wound down, Janowski encouraged the students to continue the discussion by leading a breakout session, and several attendees followed two panelists into a classroom to hear more. Before wrapping up, however, one audience member spoke out to thank them. “You’re pioneers!” she declared with conviction.

Tapping a Need

The first EdCamp took place in Philadelphia in May 2010. Since then, well over 200 similar events have been held, and the movement has become international. The next general EdCamp in the Boston area is scheduled for May 3rd, 2014, but tickets “sold out” (though free) within six hours of becoming available. With 85 attendees in just its second year, EdCamp Access Boston is also likely to expand quickly. Participants this year mostly came from Massachusetts but also included visitors from neighboring New England states. Mike Marotta, who is himself an EdCamp Access organizer, won the unofficial prize for traveling farthest. “Karen Janowski came to our event,” he explained, “so I figured I’d come to hers!” He drove five hours from New Jersey with his daughter.

Marotta is an AT specialist with Advancing Opportunities and, like Janowski, is a nationally known presenter and trainer in assistive technology. Indeed, although EdCamp Access is a grassroots affair, its attendees ranged impressively from new teachers to nationally recognized educators and other professionals (including Winston Chen, developer of the highly-regarded Voice Dream Reader app!).

“The day gave me a lot of ideas,” reflected Glynis Cooney upon leaving. Cooney, a sixth-grade language arts teacher from Amesbury, has been teaching for eight years. “We don’t have a lot of technology at my school. But listening to the students, in particular, clearly showed me where we need to go next.”

Join the waiting list at the Boston EdCamp website. Learn more at the EdCamp wikispace.
*Student names have been changed for this article.

The PARCC Assessment and Assistive Technology–What Do IEP Teams Need to Know?

Next year many Massachusetts students in grades 3-11 will take new computer-based state assessments based on the Common Core State Standards (CCSS). PARCC stands for Partnership for Assessment of Readiness for Colleges and Careers (PARCC); it is a consortium of 16 states, including Massachusetts, that is developing new assessments for the Common Core. While a paper-based option will be an available accommodation, for most students the tests will be digital and include new tools, access options, and possible accommodations. If your school district is adopting the PARCC assessment for 2014-15 (some districts will continue to offer the MCAS), it’s important to get to know these digital tools ahead of time and help your students consider which works best for them. It is also important that IEP teams know how to insure their students have access to the tools, AT, and other accommodations they will need for the assessments.

Document Accessibility Needs

Parents should discuss with educators their child’s strategies for using computers and consider how their child routinely completes homework and other tasks. The digital assessment is another reason it is important to make sure assistive technology is considered and documented in a student’s IEP. PARCC is developing an assessment with built-in digital tools for use by all students as well as features which may be turned on or off based on individual needs. Students may also receive accommodations to use their own assistive technology if the need for it is documented in the IEP ahead of the scheduled assessment (and assessments may be administered at different intervals throughout the year).

Examples of built-in tools provided for all students:

• Highlighter tool
• Text and image magnification (up to 400%)
• Spell checker
• Pop-up glossary (for word definitions using hovering cursor)
• On-screen notepad for note taking
• Copy, cut, paste, bold, etc. (word processing tools)
• Flagging items to return to for review
• Volume adjustment for headphones
• Crossing out answers for multiple choice questions

Examples of tools which must be turned on for individual students:

• Masking (allows students to cover answer options and focus on material)
• Adjusting the color contrast of the background or print
• Line reader tool
• Text-to-speech for mathematics
• Text-to-speech for literacy*

* “IEP or 504 plan teams may consider providing this accommodation to a student who has a print-related disability that severely limits or prevents his or her ability to access printed text by decoding, or who is blind and is unable to access braille to read text. This accommodation is not intended for students reading somewhat (i.e., moderately) below grade level.” See pages 27-29 of the PARCC Accessibility Features and Accommodations Manual for guidance and more details.

Student needs for accessibility features, tools, and AT become part of their PARCC Personal Needs Profile (PNP). The PNP is a collection of student information embedded into the technology platform of the assessment that is individualized for each student. Again, to use some tools, documentation in an IEP will be necessary.

Explore Tools and Sample Tests with Students

To help create a student’s PNP, students should be exposed to PARCC’s built-in accessibility features and have the opportunity to select and practice using them prior to test-taking time. For students with IEPs or 504 plans, it may also be important to determine if a built-in tool is adequate as compared with an AT tool they are accustomed to using. For some students the appropriate accommodation may be a paper and pencil version of the test. At the time of this writing, only sample test items are available to review, but sample tests with embedded supports are coming soon.

There are many more accommodations possible for PARCC’s assessment as well as advice and guidelines available for IEP and 504 plan teams. A good starting place is the PARCC Accessibility Features and Accommodations Manual (second edition). The assessments are currently undergoing field testing and the technology and policies will likely change based on that data and feedback. Keep up to date at the PARCC Website and at the Massachusetts Department of Elementary and Secondary Education PARCC Web page.

AT Success Story: Candido Can!

 

Here’s a precise, high-quality, detailed rewrite preserving all original details, structure, emphasis, and wording style, written exactly as a real American person (not AI), with no awkward expressions or AI-sounding phrasing, and carefully avoiding adding or removing anything from the original meaning:

Recently, Kristi Peak-Oliveira, Co-coordinator of the MassMATCH AT Regional Center (ATRC) in Boston, visited Candido Surita at his home in Dorchester. Candido needed assistance with communication, specifically augmentative alternative communication (AAC) options. Originally from Puerto Rico, Candido understands both English and Spanish, but due to ALS (a progressive neurodegenerative disease), he can no longer speak. Kristi was referred to him once he had entered hospice care by his departing speech language pathologist (SLP). His health insurance no longer covered SLP services, yet, more than ever, he needed a clear means of communication with family members and caregivers.

Alongside her role coordinating the AT Regional Center, Kristi also works as an SLP for Easter Seals Massachusetts, the MassMATCH partner agency. For Kristi, this dual role frequently provides a beneficial overlap in services. She can perform an AAC evaluation funded through Easter Seals and simultaneously demonstrate equipment from the ATRC short-term device loan program. Clients like Candido and his family can borrow equipment they would like to try for up to four weeks at a time. If they find equipment that meets their needs, the ATRC can refer them to appropriate funding options. Kristi, who specializes in augmentative communication, remains available for troubleshooting along the way.

Initially, Kristi admits she had some concerns about whether sufficient technical support existed in the home for Candido to successfully use a voice-output system. Candido faces increasing physical challenges, and using a speech generating device with a switch, and likely automatic scanning, would require problem-solving, family support, caregiver buy-in, stamina, and patience. The home she visited was in a low-income neighborhood, and Candido’s primary caregiver—his sister—only speaks Spanish. The family had limited experience with technology. Candido also did not have a high educational background, and Kristi herself does not speak Spanish.

Through her experience at Easter Seals MA and the AT Regional Center, however, Kristi has served a diverse range of clients. Beyond Spanish-speaking clients, she has worked with Haitians, Cape Verdeans, Chinese, and others. Outreach efforts are regularly conducted via the Multicultural Independent Living Center in Dorchester as well as through healthcare providers who serve diverse populations, such as Tufts Medical Center and Brockton Hospital. Over the years, Kristi says, she has found the best approach for meeting new clients is always to presume competence. “I think it’s easy for people to make assumptions based on education, race, socioeconomic status,” she reflects. “And I think the clients we work with must face that quite a bit in their lives. The last thing I want to do is make them feel that with me. So I assume competence, and try to be very, very respectful.”

Assuming competence with Candido proved to be exactly appropriate. To his home, Kristi brought along an iPad loaded with a new app, Proloquo4Text. Although most of Candido’s family had little prior exposure to iPads, she learned his 13-year-old nephew (who attended the evaluation) did have experience, and that Candido’s sister and hospice caregivers were eager to learn.

Man in bed gazing at iPad mounted to side table.

Candido using the iPad for AAC

The Proloquo4Text app features a keyboard for spelling messages, as well as the ability to select full phrases. One especially promising feature for Candido is a bilingual adult male voice, meaning Candido can maintain the same vocal identity when communicating in Spanish with his sister or in English with Kristi. To test the app, Kristi set Candido up with a single pillow switch, activated by squeezing his knees, combined with automatic scanning. (Automatic scanning means Candido does not need to navigate directly to a chosen letter on the keyboard, but instead waits for the intended selection to be highlighted and then selects it.*) The result, Kristi reports, was remarkable. “I have never seen anyone pick up automatic scanning as quickly as Candido! He took to it intuitively! I really didn’t need to do a lot of training with him before he was creating and producing messages.”

Kristi determined that, given Candido’s intelligence, desire to communicate, and extremely supportive family, this arrangement would likely work well. Through the ATRC short-term device loan program, Candido now has an iPad, an iPad mount, a Bluetooth adapter, and the pillow switch on loan. Additionally, Kristi recommended these items be purchased for Candido through the Massachusetts Rehabilitation Commission’s Independent Living Program. “The road ahead for Candido and his family is very hard,” Kristi reflects, “but they clearly love and enjoy each other and are working together to support Candido. The AT equipment is giving Candido a voice, and they are so appreciative. Families like Candido’s help me love my work.”

Learn more about the MassMATCH Short-Term Device Loan Program and the AT Regional Centers

* TECH UPDATE: Since this writing a tech glitch has emerged. iOS 7.1 interprets the Bluetooth switch adapter as a Bluetooth keyboard and, therefore, fails to bring up the onscreen keyboard. Candido is currently using his switch to select whole phrases and other non-keyboard options only. Apple does not provide a way to downgrade to a previous version of its operating system. Kristi is looking into the Pererro switch adapter (not a Bluetooth) as a possible solution.

Proloquo4Text in Spanish… and Other App Options for Non-English AAC!

There are a host of issues to consider when matching assistive technology to the needs, abilities, and preferences of an individual user. For augmentative and alternative communication (AAC) technology, hardware issues include touch screen sensitivity, switch compatibility, speaker volume, and portability. Software considerations include type-of-message creation (text-to-speech vs. symbols sets and recordings), options for displays and customization as well as the quality and variety of voices available for speech generation. Indeed it is inadequate to consider AAC software solutions based solely on the languages they support for speech and/or user interface. Yet without that functional cultural match, the other concerns may be irrelevant (particularly for literate users).

Unfortunately we have a long way to go before there is a full menu of AAC technology offerings in languages other than English. Those looking to localize existing AAC solutions, such as David Banes of the Mada Center in Qatar (who speaks about this frequently), observe there are different challenges to retrofitting AAC software in more languages: symbol sets are culturally-specific, not all languages read left-to-right, high-quality synthetic voices can be unavailable or very expensive. Even still, progress is being made.

Proloquo4Text is one example. This is Assistiveware’s new text-to-speech app for iOS devices designed for individuals who do not speak, but who do spell and use text to create messages. In addition to English, its user interface is available in Spanish, French, Dutch, German, Italian, Swedish, Norwegian, and Danish. Natural-sounding (Acapela) voices are available in 15 languages (and include 95 voice options). Exciting for this continent is the U.S. version which offers the first-ever bilingual-American Spanish-English voices. Bilingual voices mean that individuals who use both English and Spanish can sound like the same person regardless of which language they deploy (there is an adult male voice as well as bilingual children’s voices, both male and female). Proloquo4Text provides a customizable layout, word and sentence prediction (in all 15 languages since version 1.2!), access to whole phrases, social media sharing, and specialty voices (such as “bad guy” for humor!) Assistiveware first released Proloquo4Text last November, and version 1.2 came out April 1st. The app costs $129.99 in the iTunes App Store. (Learn about the making of the first genuine children’s voices for text-to-speech.) Assistiveware advertises multilingual support.

Assistiveware is also currently working on a Spanish-language option for Proloquo2Go–its symbol-based AAC app–and has plans to provide other languages as well. Pictello, Assistiveware’s visual story app, is available in Spanish, French, German, Dutch and Turkish. Learn more about Assistiveware’s language options and plans.

In addition to Proloquo4Text, AAC apps worth exploring that offer Spanish and more include:

• Touch Chat HD. A symbol and text-based full-featured AAC app that offers Spanish and Hebrew in addition to English. $149.99. iPad.
• Tap to Talk. A full-featured symbol and text-based AAC app that provides text-to-speech in Spanish, English, Italian, French, German, Arabic, Danish, Dutch, Finnish, Norwegian, Portuguese, Swedish and Turkish. The user interface is English, however. Available for most phones and tablets (and computers). $149.99 for the Designer app. Free for the Player app.
• Alexicom. Full-featured symbol and text-based AAC that is available for most devices in Spanish, English, French, German, and Italian. Free and paid versions.
• ClaroSpeak offers text-to-speech in Spanish, English, Arabic, Bokmål, Norwegian, Danish, Dutch, French, German, Italian, Polish, Portuguese, and Swedish. The US version of the app offers high-quality (Nuance) male and female US-Mexican adult voices. $.99. iPhone/iPad.
• Abilipad is a writing app that is also used for AAC. It provides Spanish, English, German, and French Acapela voices. $19.99. iPad.
• Personal Assistant Communicator uses images and text to communicate in Spanish, English and French. Customizable. Free for iPhone/iPod/iPad (requires iOS 7).
• Phrase Board is a text-based app designed by a registered nurse for patient communication. Available in Spanish, English, Arabic, French, German, Italian, and Swedish. Free for iPad.

Keep in mind that beyond text-to-speech, many AAC apps rely on recording messages and creating labels (or use images and symbols). So while there are a limited number of AAC apps programmed for non-English language users, many are used in any language even if the user interface supports English-only.

Get AT Stuff Highlights

The New England “Craig’s List” for AT, GetATStuff, currently has hundreds of items available for sale or free throughout the six New England states. As of this writing, GetATStuff highlights include:

• 18 Vision-related items, including a Braille Blazer, Braille and Speak, and other assistive tech for best offer in Boxford, MA.
• 3 Hearing-related items, including a Super Phone Ringer for free in Salem, NH.
• 24 Speech Communication-related items, including an AAC – Tango, barely used, for $400 in Portland, ME.
• 16 Learning, Cognitive, Development related items, including a classmate reader (for audio books) for free in Portland, ME.
• 263 Mobility, Seating, and Positioning related items, including 2 Acorn Stair Lifts for $3,000 in Monson, MA.
• 258 Daily Living related items, including a Respironics Cough Assist (non invasive mechanical insufflator-exsufflator) for $1,000 OBO in Medford, MA.
• 78 Environmental Adaptation related items, including a Invacare Reliant RPS350 Stand-Up Lift for Best Offer in East Montpelier, VT.
• 38 Transportation and Vehicle Modification related items, including a wheelchair mini-van for $8,000 OBO in Watertown, MA.
• 23 Computer-related items, including a free computer station that adjusts to any seating including a wheelchair in Watertown, MA.
• 4 Recreation, Sports, and Leisure related items, including an adaptive trike for $1,200 OBO in Concord, NH.

Go to GetATStuff to search items by category or geography or to list what you need. Searching for a wheelchair? Scooter? Rollator? Or other gently-used durable medical equipment? Be sure to check out REquipment!

Learn about additional AT reuse sites.