4.2. Accommodations for Disability
To be eligible for accommodations and/or disability-related services, individuals must have a documented disability as defined by Section 504 of the Rehabilitation Act and/or the Americans With Disabilities Act (ADA) and accommodations must be necessary in order for the individual to have equal access. Institutions are prohibited from making accommodations that pose a fundamental alteration to curriculum or course design/delivery.
There is a wide variety of disabilities. Some are visible and some are not. A non-exhaustive list of potential disabilities includes: impairments of vision, hearing, or mobility; learning disorders; psychiatric/mental health disorders; brain injury; and autism. In order for a diagnosis or condition to be considered a disability, it must substantially limit one or more major life activities.
Students who believe that they will require accommodations are encouraged to connect with Accessibility Resources as early as possible after deposit. Students should fill out an Accommodation Request & Documentation Form and will be required to provide relevant documentation of a disability. Given the clinical nature of the PA program, time may be needed to create and implement accommodations. Accommodations are never retroactive; therefore, timely requests are essential and encouraged. Students who have questions or wish to have a confidential conversation with an Accessibility Resources staff member should reach out to ihpar@mghihp.edu
The implementation of accommodations is an interactive and iterative process:
Interactive in that Accessibility Resources, the student, and the program faculty all participate in the implementation process. Accessibility Resources may seek information from appropriate MGH IHP personnel regarding essential standards for various curricular activities; conversely, MGH IHP personnel may seek information from Accessibility Resources regarding how to best facilitate a student’s accommodations in the program.
Iterative in that the students and/or faculty may find that new activities undertaken as the curriculum progresses (e.g. study in clinical vs. classroom settings) present challenges and barriers that were not anticipated when accommodations were first implemented. For this reason, we ask that students receiving accommodation maintain ongoing contact with Accessibility Resources. As an illustrative example, an accommodation may or may not be deemed reasonable based on the unique demands or requirements of individual healthcare delivery settings that the PA program partners with for rotations and other clinical experiences. As a result, it is important for students with approved accommodations to work with their program faculty and the Accessibility Resources team proactively and consistently across their clinical education year to address potential challenges.