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All academic programs should have a clear statement of admission policies that do not discriminate on the basis of a stated disability. For example, requiring a certain level of hearing or standard for oral communication may be discriminatory. In addition, all admissions materials (including forms, course catalogs, Web pages, and brochures) should be available in formats (such as large print or Braille upon request) that are accessible to students with disabilities.
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Programs should have a statement on essential requirements or standards for degree completion and for each course in the program. The requirements should not discriminate solely on the basis of a disability. For example, a program cannot require effective oral communication because this would discriminate against those who are effective communicators by other means. It can require effective communication.
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The program does not have to reduce or lower its department or program standards to accommodate the needs of a person with a disability. However, the standards must be able to be justified as essential to the purpose of the program.
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The program cannot require that a student declare himself or herself as a student with a disability. Nor does the program have the right to know the nature of the disability. The faculty need only be assured that the appropriate documentation to support eligibility as a student with a disability has been approved by the administration and that the accommodations suggested do not result in a fundamental alteration in the program.
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The IEP from secondary school may not be appropriate in higher education. Accommodations that were provided in secondary school may be viewed as substantially altering aspects of the postsecondary curriculum, and are therefore not reasonable. As part of secondary school transition planning under IDEA, a psychological examination in the senior or junior year should specify the functional limitations of the student in major life activities as well as recommendations for accommodation in postsecondary school.
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Evaluation of speech-language or hearing impairment for persons seeking accommodations under the ADA should specify the functional limitations and the amount of the limitations to satisfy the requirement for eligibility stipulating that the person must have a disability that substantially limits one of more of the major life activities.
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Some if not all practicum sites should be accessible to persons with disabilities. The variety of sites should provide the same options and types of choices for students with disabilities as for those without disabilities.
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Students taking Web-based or distance education classes need to know the process for obtaining accommodations. The program provided over the Internet, including all assigned materials, must be accessible to students with disabilities.
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The principles of universal design in instruction help accommodate the needs of students with disabilities while improving instruction for all.
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