ADA Compliance and Medical Education by https://padlet.com/rraffer2/lcwtj10e9zys6uh8 en-us 2022-07-15 15:56:18 UTC 2026-03-14 21:22:59 UTC hello@padlet.com rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244225905 This legal guide aimed at student and academic affairs professionals in higher education will investigate the Americans with Disabilities Act of 1990 (ADA) (statutory law) and its implications on undergraduate medical education in the U.S. In the U.S., undergraduate medical education consists of traditional medical schools (For example, Harvard Medical School). Students must have earned a bachelor's degree to attend. Graduate medical school is considered a student's time spent in residency. I am taking the professional perspective of Director of Academic Advising at a college of medicine. I have always enjoyed working in biological and life sciences and was a medical librarian that supported a college of medicine. I hope to work in student or academic affairs at a college of medicine in the future.]]> 2022-07-15 16:29:46 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244225905 References rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244851637 Americans with Disabilities Act of 1990, 42 U.S.C. § 12101 et seq. (1990). https://www.ada.gov/pubs/adastatute08.htm]]> 2022-07-17 19:22:30 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244851637 rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244860097 More people are being identified as needing educational accommodations at an earlier age. With more students being identified and services to meet their needs ever improving, more students are successfully completing K-12 and undergraduate education prepared to meet the rigors of medical school (H. Wright, personal communication, June 24, 2022). This means that medical schools have had to shift their instructional methods to consider the accommodations their students require. While medical schools want to exceed minimum standards for accommodation, they also need to make sure they are not setting an irrational precedent or making things more complicated than they need to be. 

Best practices:
  • Have an ADA compliance officer in your college. Every discipline is unique. Meeting accommodations is case-by-case, so having one person that you can quickly get answers from is crucial.
  • Faculty or others that perform assessments on students should not have access to a student's medical record. They just need the accommodation plan.
  • A student's accommodation plan should NOT be produced by the college, it should come from the ADA office on campus to ensure compliance.

With more students that require accommodations being admitted to medical school, it is important that colleges and academic advisors are prepared to assist them. This begins with the admissions process. Advisors must be ready to communicate admissions standards, and the technical standards of the program for matriculation, progression, and graduation. For example, the Carle Illinois College of Medicine (CICOM) has specific observation, communication, clinical skills, intellectual-conceptual, integrative and cognitive skills, and behavioral attitudes, social skills and professional expectations all their students must meet (Carle Illinois College of Medicine, 2021). Advisors, working with others in the student affairs department, must stay abreast of modifications to disability laws that may impact these technical standards required for its students to graduate.

I interviewed Heather Wright, Interim Associate Dean of Student Affairs at CICOM. CICOM is only in its fifth year of operation, but Heather has worked in medical education and student affairs for about twelve years. https://medicine.illinois.edu/staff
]]> 2022-07-17 20:13:07 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244860097 rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244865546 Association on Higher Education and Disability (AHEAD)

Documenting disability professional and student interactions: Reasons and recommendations for notes.

For academic advisers, taking good notes is important when working with all students and especially with students who have disabilities or require accommodations. Good notes preserve institutional memory and are a basis for continuity of services. This document explains the purpose of taking good notes when working with students with disabilities, what comprises good notes, and provides examples of good notes. ]]> 2022-07-17 20:45:09 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244865546 References rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244866021 Axelrod, J., Borst, R., Crawford, A., Hall, E., Meeks, L. M., Meye, A., & Sullivan, L. (2019). Documenting disability professional and student interactions: Reasons and recommendations for notes. [White Paper]. Association on Higher Education and Disability. https://higherlogicdownload.s3.amazonaws.com/AHEAD/38b602f4-ec53-451c-9be0-5c0bf5d27c0a/UploadedImages/Documents/2019_AHEAD_White_Paper_FINAL.pdf]]> 2022-07-17 20:48:01 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244866021 rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244872969 Weiner, S. (2019, November 25). Paving the way for physicians with disabilities. Association of American Medical Colleges. https://www.aamc.org/news-insights/paving-way-physicians-disabilities

  • Medical students who reported having a disability rose 69% between 2016 and 2019.
  • Medical schools need information and resources to create inclusive environments.
  • Medical schools should have policies for working with students who have disabilities, knowledgeable disability service providers, and a culture that lets those students know they are welcome.
  • Creating a welcoming environment for students with disabilities is the responsibility of everyone working at the school. 
  • Professional development is important to foster positive culture.
]]> 2022-07-17 21:28:23 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244872969 rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244876493 Americans with Disabilities Act of 1990, 42 U.S.C. § 12101 et seq. (1990). https://www.ada.gov/pubs/adastatute08.htm

  • ADA prohibits discrimination against persons with disabilities and provides them with the same opportunities for employment, to purchase goods and services, and to participate in state and local government programs and services as everyone else. 
  • ADA outlines architectural standards and access requirements for buildings (ramps, elevators, signage, etc.)
  • ADA requires testing entities offer exams related to applications, licensing, certification, or credentialing in a manner accessible to persons with disabilities (including the MCAT and Medical Board Exams).
  • ADA defines who is eligible to receive accommodations and the minimum accommodations that should be available to them.
]]> 2022-07-17 21:46:47 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244876493 rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244878002 Carle Illinois College of Medicine. (2021, October 14). Accommodation Policy (APS-34). Student Progress and Promotion Committee. https://uofi.box.com/shared/static/fokq4zqcv0vuhbwt5e8ory752rgtfjiy.pdf

The policy outlines the responsibilities of the student and the college regarding accommodations. Students are responsible for initiating the process of receiving accommodation by applying for services with the Division of Disability Resources & Educational Services (DRES) on campus. DRES is responsible for developing the accommodation plan. The student is responsible for delivering the plan to the Associate Dean for Student Affairs (ADSA). The ADSA is responsible for organizing personnel (etc.) to implement the accommodation plan.]]> 2022-07-17 21:54:05 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244878002 rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244886914 U.S. Const. amend. XIV. https://www.archives.gov/founding-docs/amendments-11-27

Section 1 of the fourteenth amendment to the U.S. Constitution states that no State may "deprive any person of life, liberty, or property" nor deny to any person "equal protection of the laws." This sets the foundation for the equal and equitable treatment and access to education for persons with disabilities.]]> 2022-07-17 22:38:37 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244886914 rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244893710 Pushkin v. Regents of the University of Colorado, 504 F. Supp. 1292 (1981). https://law.justia.com/cases/federal/district-courts/FSupp/504/1292/2154224/

  • Pushkin had multiple sclerosis. He applied for residency in the University of Colorado psychiatry unit and was denied. Pushkin sued the university claiming discrimination.
  • Reasons for denial: unit was concerned how patients would react to Pushkin. Unit felt Pushkin had not come to terms with his disability and, therefore, could not effectively treat patients. Unit felt Pushkin could not handle the stress of the position due to his disability. Pushkin would require too much medical care to satisfy the job requirements.
  • Pushkin's legal team successfully argued against all the concerns listed. The court found the university discriminated against Pushkin.
]]> 2022-07-17 23:08:38 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2244893710 References rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2245486718 Carle Illinois College of Medicine. (2021). Technical standards for matriculation, progression and graduation (AM-6). Curriculum Oversight Committee. https://uofi.box.com/shared/static/8oukuoq13mrwn3jmsgo2bf58hjhq7unu.pdf

]]> 2022-07-18 15:29:41 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2245486718 rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2245599220 Pulrag, A. (2022, February 28). After disability awareness, what's next? Forbes. https://www.forbes.com/sites/andrewpulrang/2022/02/28/after-disability-awareness-whats-next/?sh=582923547297

This article applies to professional, academic, and corporate environments. It provides valuable discussion and thinking points for student affairs and academic advising personnel in their work with disabled students.

  • Disability awareness is nice, but practicing disability thinking and understanding in all aspects of your work is necessary to affect positive change.
  • Consider the language and words you use when communicating with colleagues, peers, and students. This includes verbal and written communications.
  • Treat disabled persons like you would treat non-disabled persons, unless the disabled person clearly indicates they need or want you to do something differently.
  • Include disabled persons in conversations around construction projects, curriculum, services, etc.
]]> 2022-07-18 19:50:12 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2245599220 rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2245610655 34 C.F.R. § 104.44 https://www.ecfr.gov/current/title-34/subtitle-B/chapter-I/part-104/subpart-E/section-104.44

Section 104 is titled Nondiscrimination on the basis of handicap in programs or activities receiving federal financial assistance. Section 104.44 specifically addresses issues around academic adjustments for disabled persons.

  • Academic requirements may not discriminate against a disabled person.
  • Accommodations shall be made that enable the disabled person to demonstrate knowledge, expertise, ability, etc. of academic requirements.
  • Rules must not prohibit or limit a disabled persons ability to participate in an educational program or activity. For example, disallowing tape recorders in classrooms.
  • Auxiliary aids must be available to students who require them.
]]> 2022-07-18 20:28:42 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2245610655 rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2246260893 Council for the Advancement of Standards in Higher Education. (2006). CAS statement of shared ethical principles. https://www.cas.edu/files/CASethicsstatement.pdf

Principle IV - Justice
This principle refers to treating others with respect, dignity, fairness, openness, and consistency while honoring their differences. It calls on everyone to endorse equality and eliminate barriers to learning and development. These are some of the primary responsibilities of academic advisors.

]]> 2022-07-19 15:13:00 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2246260893 rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2246273818
  • Become well acquainted with campus disability resources. Develop a good working relationship with your college ADA compliance officer. These will help you get quick answers to questions and make appropriate referrals.
  • Take good notes and document communications, referrals, complaints, etc. succinctly and adequately. This will preserve institutional memory and ensure continuity of services.
  • Become knowledgeable of federal and state laws, policies, and regulations that are associated with ADA compliance.
  • Become knowledgeable of institutional and college policies associated with ADA compliance and accommodations requirements.
  • Continually evaluate communication skills. Use appropriate language and terms. These will ensure fair and respectful treatment to all students.
  • Promote a welcoming, safe, and relaxing environment (in-person and through all forms of virtual contact). This will create an atmosphere that enables sharing and equitable communication.
  • Actively work to promote equality and to remove barriers to learning and development. This will aid student progress toward graduation.
    • ]]>     2022-07-19 15:38:39 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2246273818     rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2246341673 My personal values align with CAS (2006) ethical principles. My parents, teachers, coaches and participating in organized sports instilled a sense of sportsmanship, wanting others to succeed, and working with others to promote positive outcomes. Those qualities and influences pushed me toward education and am proud of the work I have done helping students meet and exceed their goals. I am looking forward to applying the things I learn in this graduate program in my next career path in student/academic affairs. I am looking forward to the challenge of working with a diverse study body that may have a variety of learning needs. I want to ensure they have the information, support, opportunities, and tools that are afforded to them through law, policy, regulations, and guidelines. ]]> 2022-07-19 18:06:46 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2246341673 References rraffer2 https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2246341881 Council for the Advancement of Standards in Higher Education. (2006). CAS statement of shared ethical principles. https://www.cas.edu/files/CASethicsstatement.pdf]]> 2022-07-19 18:07:21 UTC https://padlet.com/rraffer2/lcwtj10e9zys6uh8/wish/2246341881