Accommodation Information for the College of Nursing and Health Sciences and Larner College of Medicine

Student Accessibility Services (SAS) strives to cultivate a universally designed environment by facilitating the removal of existing barriers for the full inclusion of people with disabilities, and recognizes the importance of collaborations between students, faculty, staff, and the campus community.

Student Accessibility Services provides services and accommodations to all UVM students who have current documentation of a disability as defined by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. Both the ADA and Section 504 define disability as: (a) a physical or mental impairment that substantially limits one or more major life activities of such individual; (b) a record of such impairment; or (c) being regarded as having such a condition. A qualified Individual with a disability is an individual who, with or without reasonable accommodations, can perform the essential functions of the academic program or job.

Accommodations are made on a case-by-case basis according to the needs of the individual student and the nature of the student’s course of study.  Whenever possible, SAS engages in an interactive process with students and faculty so that students with disabilities are allowed equal access to the University’s academic programs. To learn more about our interactive process, please view Entering health professions programs as a student with a disability.

Students do not need to take any action until they decide to enroll at UVM. At that point, we recommend students submit documentation for review to the SAS Office via email or fax (802-656-0739).

Once accepted at UVM,  students should set up their UVM Net ID login credentials and complete the SAS Getting Started Form as soon as possible. This form provides a valuable narrative that assists our health science disability coordinator to determine each student’s eligibility and is one step to ensure a thoughtful interactive process. We recommend students review our documentation guidelines. Documentation guidelines will be discussed during your meeting with the disability coordinator. Students are welcome to submit documentation prior to a meeting.

Students without documentation of a disability who wish to explore working with SAS should also complete the Getting Started Form.

The Health Sciences Disability Coordinator will review all documentation and the Getting Started Form submission from each student.

SAS works with students and faculty in an interactive process to explore reasonable and appropriate accommodations for both classroom and clinic environments, which are communicated to faculty in an accommodation letter.  A reasonable accommodation is a modification or adjustment to an instructional activity, facility, program, or service that enables a qualified student with a disability to have an equal opportunity.  Students can work to establish eligibility for accommodations through SAS at any time, though accommodations are not retroactive and often cannot be implemented instantaneously because of our valued interactive process, which could take several weeks.  Therefore, we strongly recommend that engagement with our office starts early. Students who connect with our office early on achieve better academic and experiential outcomes at UVM, therefore we encourage students to register with the office of Student Accessibility Services as soon as they begin their UVM program.
 

Accommodations

All students are strongly advised to meet with their faculty to discuss the SAS approved accommodations they plan to use in each course. Didactic and clinic settings may require significant time for faculty members to implement certain accommodations.

To ensure an accessible and equal educational experience, SAS works closely together with students with disabilities and each Program Director and faculty to identify and provide reasonable and appropriate accommodations. Early communication with the relevant program or course director is critical to a successful partnership with implementing accommodations. To explore more about technical standards and essential functions, please visit information within your program listed below. 

After review of the technical standards for a program, if a student determines that they require reasonable accommodation to fully engage in the program, please contact the office of Student Accessibility Services to confidentially discuss their accommodations needs.

Due to the complex nature of determining reasonable and appropriate accommodations for the clinic/practicum site, it is important to begin early discussions with SAS.

Practicum and Clinic Learning

Given the clinical nature of our programs, and the interactive process between SAS, the student and the program, timeliness is oftentimes needed to identify and implement the accommodation(s). 

Students should keep in mind that:

  • It could take up to 4- 6 weeks to engage in our interactive process to determine eligibility and implement a reasonable and appropriate accommodation.
  • Students are encouraged to review their program’s Essential Functions/Technical Standards (see below). A student is expected to be able to perform these functions with or without a reasonable accommodation.
  • Some clinical sites are located outside of Burlington. Some programs may need time to determine if a requested accommodation is reasonable and appropriate. Students are encouraged to contact the Health Sciences Disability Coordinator as soon as possible, to discuss potential accommodations.
  • The Health Sciences Disability Coordinator will engage in an interactive process with the program director to determine the time frame and if an accommodation is reasonable and appropriate.
    • *If the need for an (ADA) accommodation arises right before or during a clinical/practicum experience, our interactive process between a student, SAS, the program, and clinic site may require a pause with starting or continuing this learning experience. SAS will work directly with your program to address possible impacts to this interruption.

Confidentiality

All disability-related information a student discloses about their diagnosis remains confidential. Any disability-related student information is only used to determine eligibility and then coordinate and implement approved accommodations.

Discussions between Student Accessibility Services and a health science staff member is only on the accommodation, not the disability.

 

Essential Functions/Technical Standards per program

Please select your college to review the essential functions or technical standards and clinic and practicum information:

Undergraduate

CNHS 2023-2024 Undergraduate Handbook

CNHS 2023-2024 Undergraduate Handbook

Department of Nursing Technical Standards (PDF)

Emergency Medical Services Minor (EMS) and Rural Emergency Medical Services (IREMS)

Emergency Medical Services Minor (EMS) Program website

Rural Emergency Medical Services (IREMS) Program website

IREMS involves education for emergency pre-hospital care providers- Wilderness First Responder, Emergency medical Technician (EMT) and Advanced EMT (AEMT) and EMS Management and instructor programs.

The EMT course is divided between lecture and practical skills labs.  There is a non-credit and credit option available to students.

Performance Expectations and Skills Competencies

  • Developing the necessary skills to become an EMT will be verified by successfully demonstrating mastery of skills through the demonstration of competencies.  Competencies will be practiced and evaluated in skills labs.
  • Students must be able to achieve these functions throughout the program.

Essential functions

  • Cognitive functions:
  • Recall, interpret, extrapolate, and apply information from a variety of sources, including reading material, lecture, discussion, patient observation, examination, and evaluation/assessment.
  • Determine what data is needed to solve problems
  • Analyze, synthesize, and evaluate information from a variety of sources including reading material, lecture, discussion, and patient evaluation/assessment.
  • Affective Functions:
  • Establish professional, trusting, empathetic relationships with a variety of individuals.
  • Demonstrate respect and engage in non-judgmental interactions regardless of, for example, an individual’s age, gender, race, socioeconomic status, religion, lifestyle, and/or culture.
  • Work effectively in groups.
  • Meet externally established deadlines.
  • Be an active and engaged learner in classroom, lab, and clinical settings.
  • Attend to cognitive, communication and psychomotor tasks for as long as three hours at a time within the academic environment, and as long as ten hours at a time within the clinical environment.
  • Identify sources of stress and develop effective coping behaviors; and
  • Recognize and respond appropriately to potentially hazardous situations
  • Communication Functions:
  • Attend selectively and in a controlled and respectful manner to various types of communication, including the spoken and written word and non-verbal communication.
  • Relay information in oral and written form effectively, accurately, reliably, thoroughly and intelligibly to individuals and groups, using the English language.
  • Read English (typed and hand-written).
  • Psychomotor Functions:
  • Accurately and reliably inspect and observe the skin, facial expression, anatomical structures, posture, and movement of others.
  • Examine and evaluate/assess blood pressure, and lung and heart sounds.
  • Accurately and reliably read equipment dials and monitors.
  • Feel pulses, skin condition, muscle and tendon activity, and joint and limb movement; 5. Negotiate level surfaces, ramps, and stairs to assist patients/classmates appropriately.
  • Lead patients/classmates through a variety of examinations and treatments typically requiring sitting, standing, squatting, and kneeling on the floor or treatment table.
  • Move from one surface level to another (e.g., floor to stand, stand to treatment table); 8. Exert moderate resistance to limb and body movements of patients/classmates while maintaining one’s own balance in a variety of positions.
  • React and effectively respond quickly to sudden or unexpected movements of patients/classmates.
  • Manipulate dials, knobs, electrodes and other small to large parts and pieces of equipment.
  • Maintain activity throughout an eight to ten-hour workday.
  • Transport self/patients from one room to another, from one floor to another; transport self from community to community, to and from agencies, homes, etc.
  • Put on and take off clothing, including gowns, masks, and gloves.
  • Exhibit sufficient manual dexterity to manipulate small equipment such as syringes for intravenous injections, common tools for screening tests of sensation, etc.; provide support and resistance as needed through complex exercise movements; perform CPR; and treat acutely ill patients without disturbing sensitive monitoring instruments and lines.
  • Manipulate another person’s body in transfers, gait, positioning, exercise and other treatment or diagnostic techniques.
  • Move dependent real or simulated patients, generating lifting forces of up to 75 pounds. (The frequency of this activity will be occasional during laboratory experiences and will vary from occasional to frequent in clinical experiences depending on the type of practice at the specific clinical site.)

Certification and preparation for the NREMT (National Registry of EMT) Exam

  • Each student must successfully complete all of the above requirements prior to sitting for the certification exams.  In addition, all students must meet the requirements outlined by the Vermont Department of Health Office of Emergency Medical Services for certification
     
  • The National Registry for Emergency Medical Technicians certification exam is a computer-based test (CBT).
    • Establish an account: https://www.nremt.org
    • The computer-based Test (CBT) is scheduled by each student on an individual basis. Students are strongly encouraged to register and take this exam within 30 days of course completion.
    • Upon successful course completion students may begin the exam process with either component.
    • Students have one year from the end of the course to begin the exam process, and one year to complete it.

Exercise Science

Excercise Science Program webpage

Capstone, clinic or practicum information

  • A capstone experience is a requirement of the program, occurring concurrently within the required coursework.
  • If you have a medical condition or disability that you feel will require an accommodation for the clinical practicum, please contact access@uvm.edu  as soon as possible

 

Medical Laboratory Sciences (MLS)

Medical Laboratory Sciences Program website

Essential Functions

  • Cognitive Functions: The student must be able to thoroughly, efficiently, and reliably:
  • Interpret, extrapolate, and apply information from a variety of sources, including reading material, lecture, laboratory, discussion, patient observation, examination, and evaluation/assessment.
  • Possess and apply mathematical skills to determine what data are needed to solve problems.
  • Analyze, synthesize, and evaluate information from a variety of sources, including, for example, reading material, lecture, laboratory, discussion, and patient evaluation/assessment
  • Apply knowledge, skills, and values learned from course work and life experiences to new situations.
  • Affective Functions: The student must be able to:
  • Establish professional, trusting, empathetic relationships with a variety of individuals
  • Consistently demonstrate respect and engage in non-judgmental interactions regardless of, for example, an individual’s age, gender, race, socio-economic status, religion, lifestyle, and/or culture.
  • Work independently and effectively in groups under time constraints.
  • Meet externally established deadlines.
  • Be an active and engaged learner demonstrating cognitive, communication and psychomotor skills in the classroom, laboratory, and clinical settings.
  • Maintain professional behavior at all times, even during stressful situations.
  • Recognize and respond appropriately to potentially hazardous situations.
  • Prioritize requests and work concurrently on at least two different tasks
  • Demonstrate professionalism including appearance, dress, and confidence
  • Possess and maintain the psychological health required to make sound decisions
  • Recognize emergency situations and take appropriate action.
  • Communication Functions: The student must be able to:
  • Recognize and respond in a controlled and respectful manner to various types of communication including written, verbal, and non-verbal communication.
  • Relay and receive information in oral and written form effectively, accurately, reliably, thoroughly, and intelligibly to individuals, groups, using the English language.
  • Convey information accurately with relevance and cultural sensitivity.
  • Psychomotor Functions: The student must be able to:
  • Perform assigned activities throughout a normal work period.
  • Move freely from one location to another in physical settings such as the clinical laboratory, patient care areas, corridors, and elevators.
  • Possess sufficient eye-motor coordination to allow delicate manipulation of specimens, instruments, and tools.
  • Grasp and release small objects (e.g., test tubes, pipette tips, microscope slides and coverslips); twist and turn dials/knobs (e.g., on microscopes, balances, centrifuges, spectrophotometers);
  • Manipulate other laboratory materials/equipment (e.g., reagents, manual and automated pipettes).
  • Identify and distinguish objects macroscopically and microscopically.
  • accurately read charts, graphs, and instrument scales/readout devices.
  • Lift and move objects of at least 20 pounds.
  • Possess a sense of touch and temperature discrimination.
  • Work safely with potential chemical, radiologic, and biologic hazards using standard precautions.
  • Develop algorithms and suggest appropriate follow up tests to providers of laboratory information.

Clinic and practicum information

  • One semester practicum occurring in the spring semester of a student’s fourth year. Locations at one of the affiliated institutions can occur (give examples-states, locations, etc.)
  • If you have a medical condition or disability that you feel will require an accommodation for the clinical practicum, please contact the health science specialist as soon as possible.
  • DEADLINE FOR REQUESTING CLINIC ACCOMMODATIONS: MARCH 1
  • Deadlines are established to provide both MLS and SAS sufficient time to engage in our interactive process to ensure appropriate accommodations are in place.
  • Please note:
    • Documentation and/or the recommendation of a [medical] provider does not automatically guarantee disability status or specific accommodations.
    • Deadlines are established to provide SAS with sufficient time to review requests, follow up with [medical] providers (if needed), and for consideration to be given to the specific clinic accommodation request. This requires an interactive process between SAS, the program/faculty member(s) and the student.
    • SAS will review late requests; however, we cannot guarantee the implementation of clinic accommodations in time for the clinic placement.
    • The student must request renewal for each (new) clinic accommodation as they arise.
    • It is the student's responsibility to provide the MLS Program Director(s) with the final clinic accommodation letter before the placement deadline, as well as any amended copy anytime a revision is made.

National Certification Exam

Graduates in medical laboratory science are qualified for a national certification exam administered by the American Society for Clinical Pathology (ASCP). Students in medical laboratory science with a concentration in public health laboratory science may elect to complete a clinical rotation in microbiology to qualify to take the ASCP microbiology-only certification exam. Taking and passing the ASCP Certification Exam is not a requirement for graduation. ASCP certification is required by most clinical diagnostic and public health laboratories. This four-year curriculum leading to the baccalaureate degree is accredited by the National Accrediting Agency for Clinical Laboratory Sciences.

ASCP Board of Certification

Requesting ADA Accommodations for the BOC

An applicant who wishes to request modifications in the examination environment because of a disability must notify the ASCP Board of Certification office in writing before submitting an application. All candidates must provide appropriate documentation of their condition and how it is expected to affect their ability to take the test under standard conditions. A letter of diagnosis from an appropriate professional specifying the needed modification and other supporting documentation must be included. Documentation must be original (no copies) and emailed in a PDF format.

Test accommodations are individualized and considered on a case-by-case basis. Consequently, no single type of test accommodation (e.g. extra time) would necessarily be appropriate for all individuals with disabilities. Simply demonstrating that an individual meets diagnostic criteria for a particular disorder does not mean that the person is automatically entitled to test accommodations.

The ASCP Board of Certification will work directly with the applicant and proctors at the test centers to make modifications in the testing environment which make it possible for an individual with a disability to take an examination under conditions that accurately reflect the individual’s aptitude or achievement level. Such modifications may include providing auxiliary aids and services to an applicant with a disability. Documentation must be original (no copies) and emailed in PDF format. Email request and documentation to: testaccommodations@ascp.org

Note: Once a candidate has received their Admission Notification, requests for testing modifications will not be accepted.

Medical Radiation Sciences (MRS)

Medical Radiation Sciences Program website

Radiation Therapy Program Student Handbook

Essential functions

  • Medical Radiation Science Psychomotor Functions:
    A student must be able to:
  • Accurately and reliably inspect and observe the skin, facial expression, anatomical structures, posture, and movement of others.
  • Examine and evaluate/assess blood pressure, and lung and heart sounds.
  • Accurately and reliably read equipment dials and monitors.
  • Feel pulses, skin condition, muscle and tendon activity, and joint and limb movement.
  • Negotiate level surfaces, ramps, and stairs to assist patients/classmates appropriately.
  • Lead patients/classmates through a variety of examinations and treatments typically requiring sitting, standing, squatting, and kneeling on the floor or treatment table.
  • Move from one surface level to another (e.g., floor to stand, stand to treatment table).
  • React and effectively respond quickly to sudden or unexpected movements of patients/classmates; manipulate dials, knobs, and other small to large parts and pieces of equipment. 
  • Maintain activity throughout an eight to ten-hour workday.
  • Transport self/patients from one room to another, from one floor to another.
  • Put on and take off clothing, including gowns, masks, and gloves.
  • Exhibit sufficient manual dexterity to manipulate small equipment such as syringes for intravenous injections; perform CPR; and treat acutely ill patients without disturbing sensitive monitoring instruments and lines. 
  • Manipulate another person’s body in transfers, positioning, and other treatment or diagnostic techniques move dependent real or simulated patients, generating lifting forces of up to 75 pounds.
  • Lift or carry up to 34 pounds. 
  • Reach above, reach out, and reach below to accomplish treatment.
  • Work safely with potential chemical, radiologic, and biologic hazards using universal precautions.
  • Vision: Must be able to see far/near, color vision, depth vision, and see fine details. Must be able to read monitors close and at a distance in changing room light conditions. 
  • Hearing: Must be able to hear normal speech patterns. 
  • Environment: Student will work in environmental conditions which include infectious diseases, chemical agents, and hazardous/moving equipment.
  • Affective functions:  The student must be able to:
  • Establish professional, trusting, empathetic relationships with patients and their families, clinical staff, and the community.
    Demonstrate respect and engage in non-judgmental interactions regardless of an individual’s age, gender, race, socio-economic status, religion, lifestyle, and/or culture.
  • Work independently and effectively in groups under time constraints;
    Meet externally established deadlines.
  • Be an active and engaged learner in classroom, lab and clinical settings.
  • Maintain alertness and concentration with cognitive, communication and psychomotor tasks for as long as three hours at a time within the academic environment, and as long as ten hours at a time within the clinical environment.
  • Identify sources of stress and develop effective coping behaviors.
  • Recognize and respond appropriately to potentially hazardous situations.
  • Prioritize requests and work concurrently on at least two different tasks.
  • Project an image of professionalism including appearance, attitude, dress, and confidence.
  • Possess the psychological health required for full utilization of abilities.
  • Recognize emergency situations and take appropriate action.
  • Communication functions:  The student must be able to:
  • Recognize and respond in a controlled and respectful manner to various types of communication, including written, verbal, and non-verbal communication.
  • Relay and receive information in oral and written form effectively, accurately, reliably, thoroughly, and intelligibly to individuals and groups, using the English language.
  • Convey information accurately with relevance and cultural sensitivity.

Clinical and Practicum information

  • Two semesters of a clinical practicum held on the University of Vermont campus
  • One semester practicum occurring in the spring semester of a student’s fourth year. Location assignments are at one of the affiliated institutions.
  • If you have a medical condition or disability that you feel will require an accommodation for the clinical practicum, please contact the health science specialist as soon as possible

Undergraduate Department of Nursing (DON)

Undergraduate Handbook Addendum for Nursing Students

The Department of Nursing is currently revising their essential functions and technical standards. Students should contact the Program Director or their advisor for guidance and if there are any questions.

To discuss ADA accommodations, students should contact the Health Sciences Disability Coordinator at access@uvm.edu.

If you are interested in requesting accommodations for NCLEX, students should reach out to the Health Sciences Disability Coordinator at the beginning of their senior year.

Students should contact CNHS student services office and their advisor for more information pertaining to Essential Functions.

Clinical and Practicum information

  • Clinical Information:
  • With our interactive process, it could take several weeks to 1-2 months to determine reasonable and appropriate accommodations for the SIM/Clinical setting. It is important to start this discussion as soon as possible.

Deadlines for Clinical/Practicum Accommodation Requests:
Sophomores:
Clinical/SIM lab accommodations- October 16th
Juniors:
Clinical accommodations-  October 16th
Seniors:
Practicum accommodations- September 30th

  • We strongly encourage you to meet with your academic advisor prior to course registration. While peers can always provide some helpful insight, information from your faculty advisor is critical and they may have updates pertaining to the upcoming semester.

Sophomore year

  • PRNU 2110 Fall Semester: Sophomore shadow experience (1 day) at UVMMC
  • PRNU 2113/PRNU 2114 Spring Semester: labs and simulation experiences in Simulation Lab

Junior year

  • Fall semester:
    •  PRNU 2121 involves a service-learning component (four, 3 hour days/semester, via Zoom or Community Placement)
    • PRNU 3129: (One 12-hour day/week, 42 hours/semester at UVMMC and simulation)
  • Spring semester:
  • PRNU 3232: (Two 6_hour days/week, 42 hours/semester at UVMMC and simulation)
  • PRNU 3235: (Two 6-hour days/week, 84 hours/semester at multiple sites and simulation)
  • PRNU 3134: (Two 8-hour days/week, 126 hours/semester at multiple sites)

Senior year

  • Fall semester:
    • PRNU 3234 (Two 8-hour days/week, 126 hours/semester at multiple sites)                                 
    • PRNU 3232 (Two 6-hour days per week, 84 hours/semester at multiple sites and simulation)                                
    • PRNU 3235: (Two 6-hour days per week, 84 hours/semester at multiple sites and simulation)
  • Spring semester:
    • PRNU 3246: (126 hours/semester at multiple sites)                                 
    • PRNU 3240: (126 hours/semester at multiple sites)

 

  • Disability Related Site Location Request

    • Please contact access@uvm.edu for any disability-related questions related to a clinic site away from campus.

Priority Registration

Priority registration is not available to second semester sophomore students all junior and senior students. With classes being pre-selected, academic selection of courses is no longer needed. If you are a student who may need or want to discuss overall concerns with a clinic/practicum placement, please discuss this with your advisor
 

Public Health Sciences (HSCI)

Public Health Sciences (HSCI) Program website

HSCI majors participate in a service learning and capstone experience as a requirement of the program. 

Students must be able to achieve these essential functions throughout the program.

Essential functions

  • Cognitive Functions: The student must be able to thoroughly, efficiently, and reliably:
  • Interpret, extrapolate, and apply information from a variety of sources, including reading material, lecture, laboratory, discussion, patient observation, examination, and evaluation/assessment.
  • Possess and apply mathematical skills to determine what data are needed to solve problems.
  • Analyze, synthesize, and evaluate information from a variety of sources, including, for example, reading material, lecture, laboratory, discussion, and patient evaluation/assessment.
  • Apply knowledge, skills, and values learned from course work and life experiences to new situations.
  • Affective Functions The student must be able to:
  • Establish professional, trusting, empathetic relationships with a variety of individuals.
  • Consistently demonstrate respect and engage in non-judgmental interactions regardless of, for example, an individual’s age, gender, race, socio-economic status, religion, life- style, and/or culture.
  • Work independently and effectively in groups under time constraints.
  • Meet externally established deadlines.
  • Be an active and engaged learner demonstrating cognitive, communication and psychomotor skills in the classroom, laboratory, and clinical settings.
  • Maintain professional behavior at all times even during stressful situations.
  • Recognize and respond appropriately to potentially hazardous situations.
  • Prioritize requests and work concurrently on at least two different tasks.
  • Demonstrate professionalism including appearance, dress, and confidence.
  • Possess and maintain the psychological health required to make sound decisions.
  • Recognize emergency situations and take appropriate action.
  • Communication Functions 
  • The student must be able to:
  • Recognize and respond in a controlled and respectful manner to various types of communication including written, verbal, and non-verbal communication.
  • Relay and receive information in oral and written form effectively, accurately, reliably, thoroughly, and intelligibly to individuals and groups, using the English language.
  • Convey information accurately with relevance and culture sensitivity

 

Graduate, Doctoral and Certificate Programs

Communication Sciences and Disorders (CSD)

Communication Sciences and Disorders (CSD) Program website

Core Functions

CSD Clinical Manual 2023-2024

CSD curriculum includes coursework related to the science and art of diagnosis and treatment of communication disorders, combining classroom and clinic learning experiences.

Technical Standards/Essential Functions

  • Communication:
  • Communicate proficiently in both oral and written English language.
  • Possess reading and writing skills sufficient to meet curricular and clinical demands.
  • Perceived and demonstrate appropriate non-verbal communication for culture and context.
  • Modify communication style to meet the communication needs of clients, caregivers, and other persons served.
  • Communicate professionally and intelligibly with patients, colleagues, other healthcare professionals, and community or professional groups.
  • Communicate professionally, effectively, and legibly on patient documentation, reports, and scholarly papers required as a part of course work and professional practice.
  • Convey information accurately with relevance and cultural sensitivity.
  • Use information from other sources (personal comment, printed matter, electronic resources) in a manner that preserves accuracy while giving full proper credit to the original source and clearly designating non-original material.
  • Motor: A student must possess adequate motor skills to:
  • Sustain necessary physical activity level in required classroom and clinical activities.
  • Respond quickly to provide a safe environment for clients in emergency situations including fire, choking, etc.
  • Access transportation to clinical and academic placements.
  • Participate in classroom and clinical activities for the defined workday.
  • Efficiently manipulate testing and treatment environments and materials without violation of testing protocol and with best therapeutic practice.
  • Manipulate patient-utilized equipment (e.g., durable medical equipment to include AAC devices, hearing aids, etc.) in a safe manner.
  • Access technology for clinical management (e.g., billing, charting, therapy programs).
  • Intellectual/Cognitive: A student must possess adequate intellectual and cognitive skills to:
  • Comprehend, retain, integrate, synthesize, infer, evaluate, and apply written and verbal information sufficiently to meet curricular and clinical demands.
  • Identify significant findings from history, evaluation, and data to formulate a diagnosis and develop a treatment plan.
  • Solve problems, reason, and make sound clinical judgments in patient assessment, diagnostic and therapeutic plans, and implementation.
  • Self-evaluate, identify, and communicate the limits of one’s own knowledge and skills to appropriate professional levels and be able to identify and use resources in order to increase knowledge.
  • Use detailed written and verbal instruction in order to make unique and independent decisions.
  • Sensory/Observational: A student must possess adequate sensory skills of vision, hearing, touch, and smell to:
  • Visually and auditorily identify normal and disordered communication (including disorders impacting fluency, articulation, voice, resonance, respiration, oral and written language communication in the areas of semantics, pragmatics, syntax, morphology and phonology, hearing and balance, swallowing, cognition, and social interaction related to communication).
  • Identify the need for alternative modalities of communication.
  • Visualize and identify anatomic structures.
  • Identify and discriminate findings on imaging studies.
  • Discriminate text, numbers, tables, and graphs associated with diagnostic instruments and tests.
  • Recognize when a client’s family does or does not understand the clinician’s written and/or oral communication.
  • Behavioral/Social: A student must possess adequate behavioral and social attributes to:
  • Display mature empathetic and effective professional relationships by exhibiting compassion, integrity, and concern for others.
  • Recognize and show respect for individuals with disabilities and for individuals of different ages, genders, races, religions, sexual orientations, and cultural or socioeconomic backgrounds.
  • Conduct oneself in an ethical and legal manner, upholding the ASHA Code of Ethics and university and federal privacy policies.
  • Maintain general good physical and mental health and self-care in order not to jeopardize the health and safety of self and others in the academic and clinical setting.
  • Adapt to changing and demanding environments (which includes maintaining both professional demeanor and emotional health).
  • Manage time effectively to complete professional and technical tasks within realistic time constraints. • Accept appropriate suggestions and constructive criticism and respond by modification of behaviors.
  • Dress appropriately and professionally.

Guiding Information for Clinic and Practicum Accommodation Information:

  • There are five to six clinical education courses that comprise two years of clinical practicum experiences.  On campus, clinical experiences are housed within the Department of Communication Sciences and Disorders at the UVM Eleanor M. Luse Center in Pomeroy Hall. Off campus clinical placements may be located anywhere across the country.
  • SLP Pre-Master’s Track | SLP- Assistant Track Programs
    *Programs do have a clinical requirement

Doctor of Physical Therapy (DPT)

Doctor of Physical Therapy Handbook

Students are required to meet technical standards and be able to perform the essential functions required by accepted standard of care for Physical Therapists as located in the DPT handbookappendix. These standards detail the required essential abilities and reflect the standards of care for physical therapist practice.

National Physical Therapy Examination (NPTE):

https://www.fsbpt.org/Secondary-Pages/Exam-Candidates/Testing-Accommodations

Federation of State Boards of Physical Therapy

FSBPT Documentation Guidelines

Technical Standards/Essential functions

  • Sensory and Observation
  • Students must be able to participate in all activities requiring observation and processing of information classroom as well as simulated and actual clinical settings. The ability to observe is required for such activities as lectures, laboratories, demonstrations, visual presentations, clinical diagnosis, and intervention.
  • Students must have functional vision, hearing and tactile sensations to observe patients accurately and completely and to be able to utilize effectively instruments used for diagnosis and intervention.
  • Student must have sufficient use of the senses and adequate motor and coordination skills to monitor and ensure patient safety while performing all aspects of physical therapy patient care
  • Cognitive Functions
  • Students must participate orally and in writing in intellectual activities requiring critical thinking, integration, judgment, analysis, synthesis, extrapolation, conceptualization of spatial relationships, problem-solving, and planning
  • Students must be able to comprehend, interpret, and demonstrate integrated skills in didactic and clinical settings
  • Students must be able to make timely decisions and take timely action in anticipation of or in response to patient/client circumstances that reflect actual patient-care conditions including time and resource constraints
  • Students are able to display good judgment and assume responsibility for assessment, plan of care, and treatment of patients
  • Affective Functions
  • Students must have verbal and non-verbal interpersonal skills that are consistent with productive classroom participation; respectful interactions with faculty, students, and staff; and development of appropriate therapeutic relationships
  • Students must possess the emotional health required for full use of their intellectual abilities, adaptation to change, exercise of good judgment, cultural competence, and safe completion of all responsibilities.
  • Communication
  • Communication skills, including speaking, listening, reading, writing, and computer literacy at a level consistent with successful completion of coursework and acceptable performance of clinical duties for patient care and record-keeping
  • Students must be able to communicate in English with faculty, and classmates in all settings • Students must be able to communicate effectively and sensitively with patients and families, interpret non-verbal communication
  • Students must be able to communicate effectively and efficiently with members of the health care team
  • Motor/Physical Skills
  • Students must participate in clinical and laboratory experiences that require exposure of body parts and palpation of body structures by faculty and students of all genders
  • Students must have sufficient motor abilities to obtain clinical information through performance of physical therapy examinations on patients in accordance with currently acceptable practice and standards of care
  • Students must be able to perform typical physical activities in the classroom/laboratory for up to 10 hours and in the clinical setting up to 8 hours
  • Students must be capable of:
    • obtaining auditory, visual, and tactile information to receive instructions and to evaluate and treat patients
    • Continuous use of hands with firm grasp and manual dexterity
    • Coordination of verbal, manual, cognitive, and gross motor activities of movement from place to place and position to position with safe speed, strength, and endurance for handling equipment and classmates or patients
    • Gross motors skills including being able to stand, walk, twist, bend and squat while providing patient care
    • Ability to manipulate objects and persons of various shapes, sizes, and weights to effectively perform patient care
    • Ability to lift 30 pounds while maintaining balance and coordinated movement
    • Coordination of fine and gross motor skills with cognitive tasks to perform patient care techniques including, but not limited to, gait training, manual therapy, and positioning
    • Ability to perform necessary motor and cognitive functions with appropriate coordination, speed, and agility to ensure patient safety in emergency situations
  • Behavior Attributes
  • Student must be able to accept constructive feedback, respond with appropriate self-reflection, and modify action/learning based on feedback and reflection Professional and Ethical Conduct
  • Students must consistently display integrity, honesty, empathy, caring, fairness, respect for others, diligence, dedication, and ability to maintain patient privacy
  • Abide by local, state, and federal laws, as well as all University of Vermont and College of Nursing and Health Sciences codes of conduct.
  • Tolerate physically, emotionally, and mentally demanding workloads.
  • Function effectively under stress and make use of available resources to help maintain health.
  • Adapt to changing environments, display flexibility, and be able to learn in the face of uncertainty.
  • Take responsibility for themselves and their behaviors.
  • Maintain a professional demeanor especially in clinical settings (e.g., use of name tag, appropriate attire, neat appearance, and respectful speech)

Clinic and practicum information

  • D.P.T. students are required to complete 32 weeks of clinical rotation throughout the curriculum. Students must successfully complete 3 clinical education (CE) internships prior to graduation: 1 internship is outside of the state of Vermont. One CE must be a non-ambulatory experience (including acute care hospitals, rehabilitation hospitals, subacute rehabilitation experiences in skilled nursing facilities, assisted living, and home health experiences.  Students must complete one ambulatory experience in an outpatient setting. *Please see your advisor for additional information on these CE’s.
  • Accommodations for Integrated Clinical Experiences (ICE) should also be considered. ICE occurs during the 3rd, 4th and 6th semester of the curriculum and conversations for determining eligible and reasonable accommodations should occur ___ weeks prior to the start of this clinical experience.
  • We encourage students who have worked in clinics outside of a student capacity to share their experiences with SAS. Both SAS and DPT recognize that while this knowledge is invaluable to (DPT) clinic experiences, there are additional challenges and expectations that may arise during the program clinic experience. SAS and DPT have observed students who initially opt out of (DPT) clinic accommodations, seeking them later. While this is always an option, re-engaging in the interactive process to determine clinic accommodations could interfere with clinic progression.
  • P.T. students may at any time may seek reasonable accommodations for a disability to meet Technical Standards/Essential Functions.  Due to the nature of clinical experiences the program may not be able to accommodate a student if the request is not done in a timely manner. Students should submit accommodation requests by March 1st of their first year and by March 1st of each subsequent year to ensure adequate time for planning and implementing accommodations for clinical rotations. If a student is receiving academic accommodations, the student is strongly encouraged to explore eligibility for clinical accommodations during clinical experiences.
  • Students are advised to meet with SAS before clinical assignments to develop strategies, anticipate challenges, and prepare for real-world clinical settings.
  • Please review information for the National Physical Therapy Examination (NPTE). Students are encouraged to speak to the Health Science Disability Coordinator for information pertaining to exam accommodations.

Medical Lab Sciences (MLS)

Medical Lab Sciences Program website

Custom curriculum tracks combine hands-on clinical experience with courses in advanced evidence-based practice, health care management and scientific research. Students have the option to work directly with faculty in their laboratories and perform research projects under their guidance.

Technical Standards (Essential Functions)

  • Recognize and respond in a controlled and respectful manner to various types of communication including written, verbal, and non-verbal communication.
  • Relay and receive information in oral and written form effectively, accurately, reliably, thoroughly, and intelligibly to individuals and groups, using the English language.
  • Convey information accurately with relevance and culture sensitivity.
  • Psychomotor:
  • Perform assigned activities throughout a normal work period.
  • Move freely from one location to another in physical setting such as the clinical laboratory, patient care areas, corridors, and elevators.
  • Possess sufficient eye-motor coordination to allow delicate manipulation of specimens, instruments, and tools.
  • Grasp and release small objects (e.g., test tubes, pipette tips, microscope slides and coverslips); twist and turn dials/knobs (e.g., on microscopes, balances, centrifuges, spectrophotometers).
  • Manipulate other laboratory materials/equipment (e.g., reagents, manual and automated pipettes).
  • Identify and distinguish objects macroscopically and microscopically
  • Accurately read charts, graphs, and instrument scales/readout devices
  • Life and move objects of at least 20 pounds
  • Possess a sense of touch and temperature discrimination
  • Work safely with potential chemical, radiological, and biological hazards using standard precautions
  • Develop algorithms and suggest appropriate follow up tests to providers of laboratory information
  • Cognitive:
  • Interpret, extrapolate, and apply information from a variety of sources, including reading material, lecture, laboratory, discussion, patient observation, examination and evaluation/assessment.
  • Possess and apply mathematical skills to determine what data are needed to solve problems
  • Analyze, synthesize, and evaluate information from a variety of sources, including, for example, reading material, lecture, laboratory, discussion, and patient evaluation/assessment.
  • Apply knowledge, skills, and values learned from course work and life experiences to new situations.
  • Behavioral/Social:
  • Establish professional, trusting, empathetic relationships with a variety of individuals
  • Consistently demonstrate respect and engage in non-judgmental interactions regardless of, for example, an individual’s age, gender, race, socio-economic status, religion, life-style, and/or culture.
  • Work independently and effectively in groups under time constraints
  • Meet externally established deadlines
  • Be an active and engaged learner demonstrating cognitive, communication and psychomotor skills in the classroom, laboratory, and clinical settings
  • Maintain professional behavior at all times even during stressful situations
  • Recognize and respond appropriately to potentially hazardous situations.
  • Prioritize requests and work concurrently on at least two different tasks
  • Demonstrate professionalism including appearance, dress, and confidence
  • Possess and maintain the psychological health required to make sound decisions
  • Recognize emergency situations and take appropriate action.

 

Masters in Medical Science (MMS)

Masters in Medical Science (MMS) Program website

The MMS curriculum is a basic science course curriculum which does not have a laboratory or clinical requirement. It does require an Anatomy course, with a choice between human anatomy (laboratory cadaver dissection) and radiological anatomy (online imaging, no cadaver dissection).

Students with any disabilities related to dexterity or standing for long periods should be advised to take the radiologic anatomy option.

Online Curriculum:

Mostly asynchronous course materials with some optional synchronous sessions, some electives are synchronous online.

In-person curriculum:

Most courses are in-person, with some courses having available recordings. The required statistics course (PH 303) is online asynchronous. There are some online synchronous electives.  Please see your academic advisor for additional information.

Nursing Master of Science, Direct Entry Program in Nursing (DEPN), Doctor of Nursing Practice (DNP), Post-Master’s Doctor of Nursing Practice:

Nursing Graduate Handbook

Master of Science, Direct Entry Program in Nursing (DEPN), Doctor of Nursing Practice (DNP), Post-Master’s Doctor of Nursing Practice:

Graduate Nursing programs are currently revising their essential functions and technical standards. Students should contact the Program Director or their advisor for guidance and if there are any questions.

To discuss ADA accommodations, students should contact the Health Sciences Disability Coordinator at access@uvm.edu.

Clinic and practicum information

  • Practicum experiences may be located throughout Vermont or in other selected states (if requested by a student). One rural site rotation is required. Practicum experiences may occur during the evening or weekend hours.

Occupational Therapy Doctorate (OTD)

Overview of Occupational Therapy O.T.D.

Occupational Therapy Program  Handbook

Occupational Therapy Fieldwork Manual

To discuss ADA accommodations, students should contact the Health Sciences Disability Coordinator at access@uvm.edu.

Essential Functions

  • Students are expected to meet the essential functions needed to practice as an Occupational Therapist with or without reasonable accommodations.
  • Behavior Attributes from a behavioral perspective, students must:
  • Be open to constructive feedback, respond with appropriate self-reflection, and modify action/learning based on feedback and reflection
  • Abide by local, state, and federal laws, as well as all University of Vermont and College of Nursing and Health Sciences codes of conduct.
  • Function effectively under stress, and make use of available resources to help maintain health
  • Adapt to changing environments, display flexibility, and be able to learn in the face of uncertainty.
  • Take responsibility for themselves and their behaviors.
  • •Maintain a professional demeanor especially in clinical settings (refer to Professional Behavior checklist).
  • Communication in the area of communication skills, students must be able to:
  • Demonstrate understanding at a level consistent with successful completion of all coursework and experiential learning opportunities, and with patients and families
  • Communicate effectively and efficiently with patients, families, peers, and colleagues.
  • Cognitive Functions and Affective Functions in the area of cognitive functioning, students must:
  • Display good judgment, make timely decisions, and take timely action when working with clients
  • Demonstrate the interpersonal skills as well as emotional health necessary for productive classroom participation; respectful interactions with faculty, students, and staff; and development of appropriate therapeutic relationships Last updated 8/2/2022 Page 42 of 49
  • Motor/Physical Skills in the area of motor skills, students must be able to:
  • Monitor and ensure patient safety while performing all aspects of OT care 
  • Perform necessary motor and cognitive functions with appropriate coordination, speed and agility to ensure patient safety in emergency situations
  • Sensory and Observation in the areas of sensory and observation skills, students must participate in all activities requiring observation and processing of information. To do so, students must:
  • Recognize and assess patient changes in mood, activity, cognition, verbal and non-verbal communication and to be able to utilize instruments effectively for diagnosis and intervention.

 

Clinical and practical information Information:

  • Students must complete 24 weeks of Level II fieldwork as well as an individual 14-week capstone experience within 4 months following the completion of the didactic portion of the program. The doctoral capstone experience must be started after completion of all coursework and Level II fieldwork as well as completion of preparatory activities defined in 2018 ACOTE OTD Standard D.1.3. DOCTOR'S-DEGREE-LEVEL-OCCUPATIONAL THERAPY PROGRAM (Program with Candidacy Status).
  • The National Board for Certification in Occupational Therapy (NBCOT)

 

Integrative Health and Wellness Coaching

Various integrative health minors and certificate programs are offered through the Osher Center for Integrative Health.

Integrative Health and Wellness Coaching Certificate is a 15-credit online/hybrid program for non-degree students

Certification Exam for Health and Wellness Coaches

To Qualify for the National Board Certification Exam, you must:

The NBHWC Exam is offered three times per year at testing centers across the U.S.

Upon completion of the required coursework and passing the National Certification Exam, an individual can use the following credentials: Juan Smith, NBC-HWC (National Board Certified – Health and Wellness.)

If you would like to explore ADA accommodations for any of these programs, please contact Student Accessibility Services.

Physical Activity and Wellness Science

Master of Science in Physical Activity and Wellness website

Physical Activity and Wellness Science Handbook

Larner College of Medicine

Larner College of Medicine

Student Accessibility Services and Medical Student Accommodations

Students must meet the Technical Standards for admission, advancement, and graduation.

USMLE

USMLE-General Information: Student Support for the USMLE