i.ii Technical Standards
As certified clinicians, students have already demonstrated the abilities to meet the demands of an speech-language pathologist. In the Post-Professional Doctor of Speech-Language Pathology (PP-SLPD) program, students must be able to take part fully in an online learning environment to benefit from the educational activities and to succeed in fulfilling requirements for the degree. The following technical standards are considered necessary for full participation in the PP-SLPD program:
Communication:
- Ability to read, write, speak, and understand English at a level consistent with successful course completion and development of positive team/client-therapist relationships
- Articulate and speak with volume that is understandable to the listener or audience
- Verbal and non-verbal interpersonal and communication skills that are consistent with productive classroom participation (virtually and in person), respectful interactions with faculty, peers, staff, and members of the interprofessional team, in one-to-one, small group and large group settings
- Demonstrate sensitivity in appropriate communication with all individuals, regardless of lifestyle, of various ages, genders, ethnic/racial and religious/spiritual backgrounds, educational levels, and socioeconomic status, with various physical, cognitive, emotional disabilities
- Uphold privacy and confidentiality policies
Intellectual/Judgment:
- Participate in intellectual activities that require critical thinking, judgment, analysis, conceptualization of spatial relationships, calculation of arithmetic data, problem-solving, abstract and professional reasoning, and organizing and planning within reasonable time frames and within a multitask setting
- Ability to interpret information from multiple sources, including observation, written, verbal, interpersonal, environment, etc.
- Comprehend and follow written instructions, such as policies and procedures
- Demonstrate self-reflection and ability to apply feedback in order to develop proactive strategies for professional growth and development
Professional Behavior/Social Skills:
- Possess the emotional health required for full use of one’s intellectual abilities, adaptation to change, exercise of good judgment, adherence to ethics, and safe and timely completion of all responsibilities
- Relate to others with respect, courtesy, maturity, and compassion to honor their dignity by using a tone and attitude that is the appropriate level and type of language for the person, group, and/or situation
- Demonstrate ability and willingness to modify behavior/performance after feedback from faculty, peer, or mentor
Physical/Motor:
- Manipulate computer touch screens and keyboards
Accessibility Resources (AR) partners with students, faculty, and staff to ensure that qualified students with disabilities have equitable access to the same opportunities as non-disabled students to the school’s academic programs, services, and activities. This is done through the interactive accommodations process.
In determining reasonable accommodations, AR considers the individual student's disability-related needs, the program's technical standards, applicable disability laws, including the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, and current best practices in higher education.
Disabilities may be visible or non-visible, temporary or permanent, and encompass a broad range of conditions. Examples include (but are not limited to), mobility or physical disabilities; sensory disabilities (such as vision or hearing); specific learning disabilities; ADHD; autism; chronic health conditions; mental health conditions; neurological conditions; and disabilities resulting from injury, illness, or other medical conditions. A diagnosis alone does not automatically qualify a student for accommodations. To be considered a disability under applicable law, a condition must substantially limit one or more major life activity.
Through an individualized, interactive process, Accessibility Resources (AR) reviews disability documentation and works collaboratively with students and appropriate institutional partners to determine reasonable accommodations. Because accommodations are not retroactive, they become effective only after they have been approved by AR. Because of this, students seeking accommodations are encouraged to connect with AR as early as possible whenever potential disability-related barriers arise.
Students are expected to actively participate in the accommodation process by providing requested documentation, responding to communications, and notifying AR if disability-related needs or barriers change over time.
Students who have questions or wish to begin the accommodation process are encouraged to contact Accessibility Resources at ihpar@mghihp.edu for a confidential intake. Additional information on the process itself can be found on the Accessibility Resources webpage.