Information for Students with Disabilities
The pursuit of excellence, seeking to teach or learn to the best of one’s ability, stands as a goal of Jesuit education. To promote this goal, the CTLE provides programs, services, and professional expertise that facilitates excellence in teaching and learning. Students with disabilities who desire to achieve excellence in learning will find professional staff at the CTLE eager to assist them.
You must take the initiative! This site is a valuable resource, however, it is not a substitution for a personal meeting with a CTLE staff member.
CTLE and Disability Services:
The Center for Teaching and Learning Excellence (CTLE) is the designated office that provides services to students with disabilities who are enrolled at the University of Scranton. The CTLE reviews and maintains disability- related documents. An ADA committee certifies eligibility for services and determines academic accommodations, auxiliary aids, and/or services as mandated under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americas with Disabilities Act (ADA) of 1990.
The information on this site has been compiled for students with disabilities to provide access to the student services and resources needed for academic success at the University of Scranton. This site is a valuable resource; however, we do not intend it as a substitution for a personal meeting with a staff member.
In order to receive disability-related accommodations and/or support services, the student must self-disclose the presence of a specific disability and provide the appropriate documentation to the CTLE. The CTLE will handle all accommodation requests on an individual basis to ensure the student's needs are being met and the documentation supports the stated disability. If the documentation supports the requested accommodation as reasonable, then the requested accommodations may be granted. Incomplete documentation may delay this important process. Students are encouraged to be proactive. It is important to keep in mind that despite the existence of a qualifying disability, the requested accommodations may be denied if they are determined to be unreasonable or inappropriate.
The CTLE provides academic accommodations for students with documented disabilities in accordance with the ADA. These accommodations may include extended test taking time, computer use during testing, alternative test formats and readers. Students must schedule a meeting with the Learning Enrichment Specialist or the Reading Specialist at the beginning of the semester to discuss academic accommodations.
The University of ScrantonÃ¢€™s Center for Teaching and Learning Excellence (CTLE) recognizes as its mission the assurance of efficient access to appropriate accommodations for students with disabilities. We also recognize that clear criteria for the required documentation of appropriate accommodations makes the process more transparent for students and parents. In order to fulfill this mission, The University of Scranton has adopted the Educational Testing ServiceÃ¢€™s (ETS) standards for documentation of appropriate accommodations. These standards are national standards from a well-respected national organization, and many of our students will deal with ETS when they take Praxis exams or graduate school exams.
This adoption of standards means the University of Scranton will require that ETS standards for Students with Special Needs documentation be met by students seeking academic accommodations. In addition, The University of Scranton will exercise the same discretion as ETS when reviewing documentation. We adopt these standards in order to make the process of planning and preparing for college study easier for students who require academic accommodations.
ETS Documentation Criteria
For more detailed information, including ETSÃ¢€™s policy statements and guidelines about LD, ADHD, and psychiatric disabilities, please visit the links below.
Documentation for the applicant must:
- clearly state the diagnosed disability or disabilities;
- describe the functional limitations resulting from the disabilities;
- be current Ã¢€“ i.e., completed within the last five years for LD, last six months for psychiatric disabilities, or last three years for ADHD and all other disabilities (please note that this requirement does not apply to physical or sensory disabilities of a permanent or unchanging nature);
- include complete educational, developmental and medical history relevant to the disability for which testing accommodations are being requested;
- include a list of all test instruments used in the evaluation report and relevant subtest scores used to document the stated disability (this requirement does not apply to physical or sensory disabilities of a permanent or unchanging nature);
- describe the specific accommodations requested;
- adequately support each of the requested testing accommodation(s);
- be typed or printed on official letterhead and signed by an evaluator qualified to make the diagnosis (include information about license or certification and area of specialization).
ETS Policy Statements for Specific Disabilities
- Autism Spectrum Disorder
- Blindness/Low Vision
- Deaf/Hard of Hearing
- Intellectual Disabilities
- Learning Disabilities
- Physical Disabilities and Chronic Health Conditions
- Psychiatric Disabilities
- Traumatic Brain Injury
- Updating Documentation for LD and/or ADHD
Testing Accommodation Form:
Step #1: Complete the Testing Accommodation Form
1) Log on to my.scranton.edu
2) On the Home tab, Click on Self Service
3) In the Ã¢€œStudent Services and Financial AidÃ¢€ tab click on CTLE Menu
4) Click on Testing Accommodation Form and click submit
5) Select the course, day, and time
6) Submit your request
Scheduling an Examination
- Schedule a meeting with Mary Ellen PichiarelloÃ‚ at the beginning of the semester to discuss your testing accommodation needs.Ã‚ NOTE:Ã‚ Students who share their academic needs with faculty tend to also encounter fewer logistical problems in working through the testing accommodations.
- Discuss your scheduled time for the examination with the professor at least five (5) working days prior to each scheduled examination.
- The Online Testing Accommodation Form must be filled out five (5) working days before the scheduled date of the examination. Without timely notification, it may not be possible to administer the examination as scheduled.
- Students should note, instructions two and three indicate, efficient administration of examinations requires communication and cooperation between student, instructor, and CTLE staff. The student must initiate this process in order to assure implementation of support services.
- Register with Mary Ellen Pichiarello or another CTLE staff member prior to taking the examination. Leave all textbooks, materials, backpacks, cell phones and pagers with the CTLE staff. Students may only have the materials the instructor has given written permission to use during the examination.
- Students are not allowed to bring a computer disk for computer aided tests. Students will be provided with a disk for the examination.
- Students will ordinarily not be permitted to use the restroom during the examination. If a student must use a restroom, a CTLE staff member will escort the student.
- Students taking examinations through the CTLE must comply with the UniversityÃ¢€™sÃ‚ Academic Code of Honesty.Ã‚ *Note: During the test, each student will be monitored by audiovisual technology to ensure academic integrity. If a student is caught cheating, the test will be taken away, and the professor will be contacted immediately.
- If for some reason the student can not take the exam at the scheduled time, he or she must contact Mary Ellen Pichiarello at x4039. The student is responsible for the notifying the professor(s) if an examination needs to be rescheduled.
- If a student is late for a scheduled exam, that amount of time will be subtracted from the total allotted test-taking time. For example, if a student is 15 minutes late for a scheduled examination, then those 15 minutes will be subtracted from the total allotted test-taking time.
- In the case of inclement weather, the student and professor will contact the CTLE to reschedule the examination.
Transition from high school to post-secondary education:
The transition from high school to post-secondary institutions is fraught with navigating a different legal framework that shifts the focus of responsibility to the students to document their diabilities and self-advocate for receiving accomodations.
Individuals with Disabilities Education Act
The Individuals with Disabilities Education Act (IDEA) provides special education and related services for those students in public schools who meet the criteria for eligibility in a number of distinct categories of disability, each of which has its own criteria. However, when students with disabilities graduate or reach the age of 21, they are no longer eligible for services under the IDEA. Students who were eligible for services at the secondary level may not necessarily be eligible for services or accommodations at the postsecondary level. On the other hand, some students who are not eligible for services under IDEA may receive protection and reasonable accommodation under Section 504 of the Rehabilitation Act of 1973 while they are attending secondary school. Since IDEA includes transition to postsecondary education in transition planning services and requires reevaluation if the studentÃ¢€™s parent requests it, these Guidelines are intended to support that planning.
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act
Students who graduate from high school or reach the age of 21, are still protected from discrimination on the basis of disability by Section 504 as well as the Americans with Disabilities Act (ADA). Under such legislation, individuals with disabilities are guaranteed certain protections and rights of equal access to programs and services. Eligibility is based on the existence of an identified physical or mental impairment that substantially limits a major life activity. Therefore, documentation should indicate that the impairment is a disability that substantially limits a major life activity.
It is becoming extremely difficult for postsecondary institutions to declare with certainty the circumstances under which a student will be accepted as having a disability. The question of whether a student has a disability which substantially limits his/her ability to learn is more complicated with non-visible disabilities than more apparent disabilities such as blindness, visible physical disabilities, and deafness.
Individuals with Disabilities Education Act
- When students with disabilities graduate or reach the age of 21, they are no longer eligible for services under the IDEA.
- Students who were eligible for services at the secondary level may not necessarily by eligible for services or accommodations at the postsecondary level.
- Since IDEA includes transition to postsecondary education in transition planning services and requires reevaluation if the studentÃ¢€™s parent requests it, these Guidelines are intended to support that planning
Ã‚ Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act
- Students who graduate from high school or reach the age of 21, are still protected from discrimination on the basis of disability by Section 504 as well as the Americans with Disabilities Act (ADA).
- Eligibility is based on the existence of an identified physical or mental impairment that substantially limits a major life activity.
- Not every impairments qualifies as a disability protected by the ADA because not every impairment is substantially limiting.
For more information please review the Disability Law section.
In our efforts to facilitate post-secondary learning and promote quality of life-enhancing experiences for students with disabilities, it is important for qualified students with disabilities to know their rights as outlined in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA).
Section 504 of the Rehabilitation Act of 1973 Ã¢€œNo otherwise qualified individual in the United States, shall solely by reason of his/her handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.Ã¢€ (PL 93-112, 1973)
In order to be granted protections afforded to a person with a disability under Section 504, individuals must meet the following eligibility criteria:
- have a physical or mental impairment that substantially limits one or more major life functions
- have a history of such impairment
- be regarded as having such impairment
- be deemed to be Ã¢€œotherwise qualifiedÃ¢€ despite the disability
The Americans with Disabilities Act of 1990 (ADA)
The ADA expands the provisions in Section 504 to the private sector. It prohibits discrimination against the same population as Section 504 but includes areas that were not previously covered under Section 504, such as private businesses, non-government-funded accommodations, and services provided by state or local governments.
Under the ADA, an individual with a disability is a person who has:
- physical or mental impairment which substantially limits one or more major life activities (including walking, seeing, hearing, speaking, breathing, learning, and working);
- a record of such an impairment; or
- is regarded as having such an impairment.
Impact on Support Services/Academic Accommodations
The ADA, stipulates that an individualÃ¢€™s disability must Ã¢€œsubstantially limitÃ¢€ a major life activity. Factors that may be considered in determining whether there is a substantial limitation include:
- the nature and severity of the impairment
- the duration of the impairment
- the permanent or long-term impact of the impairment (29 C.F.R. Ã‚Â§ 1630.2[j])
Disabilities Covered by Legislation (but not limited to)
- Blindness or visual impairments
- Cerebral palsy
- Chronic illness (e.g., AIDS, cancer, lyme disease, psychiatirc disorders, etc.)
- Drug or alcohol addiction
- Epilepsy or seizure disorders
- Hearing impairments
- Learning disabilities and attention deficit disorder
- Mobility impairments
- Orthopedic disabiltiies
- Psychiatric disabilities
- Speech disorders
- Spinal cord or traumatic brain injuries
- Systemic disabilities
In accordance with the Section 504 of the Rehabilitation Act, the University will provide residential accommodations for a student residing in University housing who has a qualifying physical or mental impairment that substantially limits one or more major life activities and has a record of such an impairment or is regarded as having such an impairment.
The University does not discriminate in the provision of housing to qualified students with disabilities, consistent with Section 504 of the Rehabilitation Act. It is the policy of the University to provide comparable, convenient, and accessible housing to students with disabilities at the same cost as to others. The University makes reasonable modifications to its housing policies, procedures, and practices unless doing so would result in a fundamental alteration of the University’s housing program.
Students with disabilities who wish to request a reasonable modification to the University’s housing policies, procedures, or practices should submit a written request to the CTLE, as set forth at the CTLE’s disabilities page. The University will engage in an individualized, interactive process with a student, prior to making a determination on the request. Students may be required to submit relevant medical and related documentation, depending on the nature of the request.
To Be Considered for Residential Accomodation
In order to be considered for a residential accommodation, the student and appropriate physician or mental health care provider must complete the Verification Form for Students Requesting Changes to the Housing Environment.
The completed form must be returned by the following deadline:
June 1st — incoming freshmen
January 31st — sophomores, juniors and seniors
Documentation should be current and consist of an evaluation by an appropriate physician or mental health care provider that describes the current functional impact of the condition or disability as it relates to the residential accommodation requested. The physician/mental health care provider cannot be a family member. An ADA Committee will evaluate the request. The ADA Committee consists of a medical physician, psychologist, and professionals from the Center for Teaching & Learning Excellence (CTLE), Counseling Center, and Residence Life.
The completed verification form and pertinent medical information should be sent to:
Attn: Mary Ellen Pichiarello, C.R.C.
Center for Teaching & Learning Excellence
University of Scranton
800 Linden St.
Scranton, PA 18510
The University of Scranton reserves the right to request additional documentation if the information does not address the student’s current level of functioning, or substantiate the need for modifications or accommodations.
Temporary Impairment Accommodations and Services
The Center for Teaching and Learning Excellence engages in an interactive process with each student and reviews request for accommodations on an individualized, case-by-case basis. Depending on the nature and functional limitations of a student’s documented condition, he or she may be eligible for accommodations. The CTLE may also assist students who have a temporary injury or condition, which results in a functional limitation. Examples may include broken bones, injuries requiring surgery, acute illnesses, and pregnancy. Assistance is determined on a class-by class basis and is dependent upon the nature of each course and the method if instruction as it relates to the student’s functional limitations. Accommodations are extended to students with temporary conditions for the duration of their function limitations associated with the condition.
Since temporary conditions can occur at any point during the semester, the timing can significantly impact the accommodation options available to the student. Timely and open communication with the CTLE, faculty and other campus offices, as needed, about the nature and duration of the condition and requested assistance can often result in satisfactory solutions to the short-term issues caused by the injury or condition. Students with temporary injuries or conditions are encouraged to contact the CTLE to determine accommodation options.
You will then be responsible for requesting academic accommodations in a timely manner and following CTLE policies and procedures for accessing accommodations.
Success Through Self Advocacy:
In the past, others have advocated for you. Parents, teachers, and counselors did their best to prepare you for college. But now is the time for you to start advocating for yourself. The Americans with Disabilities Act (ADA) states that the responsibility for your success lies with YOU, not with parents, the university, or anyone else. Of course, you’ll get plenty of help. But your ability to self-advocate will likely determine the path of your success here at the University of Scranton.
How can you be a successful self-advocate?
Understand the strengths and limitations that your disability presents. Do some reading and research, and talk with your parents, counselors, and others so that you understand your differences and the accommodations to which you are entitled. According to the Office for Civil Rights of the U.S. Department of Education, students with disabilities “should be able to explain where they have had difficulty in the past, as well as what has helped them overcome such problems and what specific adjustments might work in specific situations.” The more you know, the better you’ll be able to ask for what you need.
Accept responsibility. You are in charge of your own path! Understand that while federal disability laws guarantee you equal access to participate in college life, these laws do not guarantee that you will achieve a particular outcome, for example, good grades. That responsibility lies with you!
Self evaluate. Certain skills are necessary for success in college. Take some time, and be honest with yourself: which of these skills are strong points for you, and which could you work on improving?
- Study structure: how do you study and gather the information that you need to know?
- Note taking: how do you take good class notes and organize them?
- Reading: do you read smoothly and fluently? Do you understand and remember what you read?
- Writing: are you able to brainstorm and organize ideas, create a central thesis, and write in an expressive, clear way?
- Time management: do you use your time effectively and balance your tasks to get everything done?
- Living independently: how well do you care for yourself without someone else having to remind you to do self-care tasks (hygiene, eating and drinking, sleeping, laundry, cleaning)?
- Computer skills and assistive technology: what tools will you need for success?
Know your contact people. According to the Office for Civil Rights of the US Department of Education, “Students with disabilities need to be prepared to work collaboratively with the institution’s disability coordinator to enable them to have an equal opportunity to participate in an institution’s programs and activities.” Here at the U, those coordinators are Mary Ellen Pichiarello and Andrée Rose Catalfamo, specialists who work in the Center for Teaching and Learning Excellence (CTLE). Mary Ellen and Andrée can help you to work with your instructors, with Residential Life, and others, so that you can receive the accommodations that you need. They’ll also point you to assistance with study skills, time management, reading, writing and more.
Get involved on campus. For a lot of college students, those first weeks and months of college life can be overwhelming. Don’t fall into an isolation trap! The University of Scranton is a welcoming place, and you should be able to find friends and explore college life. Look for campus activities that interest you, and don’t hesitate to talk to your specialists about ideas for getting more involved.
Eligibility for accommodation is determined through an interactive process between the individual student and the CTLE. If eligibility for an accommodation is denied, the student may choose to pursue an informal or formal appeal through the following processes.
The student should contact the Director of the CTLE to discuss any concerns about the denied accommodation. The Director has the responsibility to consider the student’s request and respond to the student’s concerns in a timely manner. The student has the responsibility to identify to the Director the nature of the appeal and to explain why the student believes the accommodation determination was made in error.
Accommodation Grievance Process
If a student remains unsatified after an appeal has been sought, the student may choose to pursue a grievance through the following process:
1. Student is responsible for submitting an Accommodation Grievance Form to the Executive Director of Equity and Diversity* within five (5) business days of the denial by the Director.
2. Once the grievance is received, the Executive Director of Equity and Diversity will review the grievance in light of all relevant information and applicable law.
3. The student will be notified in writing of the final decision (ordinarily within 30 days from the time the grievance is received).
* Jennifer LaPorta
Executive Director, Office of Equity and Diversity
Institute for Molecular Biology and Medicine, Suite 100
The CTLE offers Instructional Technology Services to faculty and students in the teaching and learning environment. We have an instructional lab that contains high-end software and hardware that is available to assist students in using and incorporating technology into the learning process.
Kurzweil 3000™ is the comprehensive reading, writing and learning software solution for any struggling reader, including individuals with learning difficulties, such as dyslexia, attention deficit disorder or those who are English Language Learners. In addition to typical screen reading programs, the K3000 can highlight specific words, sentences or paragraphs. It also has dictionary and thesaurus tools.
Dragon Naturally Speaking (DNS) is a voice recognition software that enables a person to dictate directly to the computer with your words appearing right on the screen.
Inspiration © 8.0 is a concept mapping software that helps students develop essential learning strategies as they create graphic organizers to visually represent concepts and relationships. Inspiration©'s integrated diagramming and outlining views and complementary learning capabilities work together to make Inspiration the essential tool to help students visualize, think, organize and learn.
myReader 600 scans and captures the entire page and then presents it to users just the way they want to read.
- Improved Navigation: myReader has no XY table. All navigation is done using the control panel. Using this users are able to navigate around a document without having to physically move the document. Unlike other products myReader brings the words to the user. This reduces the mental and physical fatigue that people often experience when using a device fitted with an XY table.
- Automatic scrolling: With myReader you can set the text to scroll automatically at the touch of a dial, while maintaining the control of the speed. If you prefer you can control the scrolling manually or step through the text a screen at a time.
- Built-in 15" LCD screen: myReader operates at 75Hz so the super sharp LCD screen is flicker free and radiation free. For added comfort, the monitors height and tilt angle can be adjusted to suit the users requirements. By having a built-in LCD monitor and no XY table, myreader only takes up a limited amount of space.
- Simple controls: myReader is operated via a separate control panel, which is clearly labelled and easy to use. The control panel is designed to allow users to operate myReader for long periods. The control panel allows users to: adjust the speed they are reading at, manually navigate through a document, advance through the text a screen at a time, change display modes, select a new document, change the size and colours on the screen, set margins and access menus.
ZoomText 8.1 Magnifier is designed to assist students who are visually impaired or blind because it enlarges and enhances everything on the computer screen, making all of the applications easy to see and use.
OpenBook 7.0, created by Freedom Scientific, is a scanning and reading application, which will scan in documents, convert them to electronic text, and literally read aloud the contents of the page, providing access to individuals with blindness or severe low-vision. The software also provides other access, including the ability to save audio files of electronic documents, allowing individuals to burn CDs or use MP3 players to listen to their texts. The software will also connect with Bookshare.org, the Baen Free library, and other online gratis text resources to download free copies of books.
Connect Outloud™ is designed for the beginning or experienced blind or low vision computer user to access the Internet through speech and braille output. This software is based on the popular JAWS© for Windows© technology and offers additional access to the Windows XP operating system.
Large, flat screen monitors
High speed scanners
CCTV, Closed circuit television system
ALPHASMART are lightweight, portable electronic keyboards. They temporarily store typed text for later upload to PC- or Mac-based documents.
Technical Standards are those physical, personal skills and attributes academic departments with professional/graduate programs expect students to acquire and display; they are, by their nature not academic or met solely through the acquisition of academic knowledge, however some technical standards may be related to academic knowledge.
They are most widely applicable to professional/graduate programs as they are commonly associated with the ability to perform an occupational function or meet occupational expectations.
Expectations regarding Technical Standards can be applied at different phases of a student's professional/graduate program career i.e. at the application/admissions stage, when determining suitability for progression and at graduation. However, rightly, there may well be different levels of expectation as many programs will expect students to acquire or develop their Technical Standards skillset as a result of participation in the program. It would not be unreasonable for programs to establish a minimum level of competency in relation to Technical Standards as an indicator that the student will be sufficiently able to meet all of the standards at graduation. Indeed, a process of measuring an applicant's competencies in relation to the identified Technical Standards at the application/admissions stage can be effective in preventing problems later on. In addition, with particular reference to applicants with disabilities, such a process can help initiate an early consideration concerning the student's need for accommodations and status as otherwise or not-otherwise qualified.
History and Rationale for Technical Standards:
The landmark Americans with Disabilities Act of 1990, P.L. 101-336 (“ADA” or “the Act”), enacted on July 26, 1990, provides comprehensive civil rights protections to qualified individuals with disabilities. The ADA was modeled on Section 504 of the Rehabilitation Act of 1973, which marked the beginning of equal opportunity for persons with disabilities. As amended, Section 504 “prohibits all programs or activities receiving federal financial assistance from discrimination against individuals with disabilities who are ‘otherwise qualified’ to participate in those programs.” With respect to post-secondary educational services, an “otherwise qualified” individual is a person with a disability “who meets the academic and technical standards requisite to admission or participation in the recipient's education program or activity.
Under the Americans with Disabilities Act, Title II and Title III are applicable to students with disabilities and their requests for accommodations. Title II covers state colleges and universities.
Title III pertains to private educational institutions; it prohibits discrimination based on disability in places of “public accommodation,” including undergraduate and postgraduate schools. Given the intent of Section 504 and the ADA, the development of standards of practice for a profession, and the establishment of essential requirements to the student's program of study, or directly related to licensing requirements, is allowable under these laws. In applying Section 504 regulations, which require individuals to meet the “academic and technical standards for admission,” the Supreme Court has stated that physical qualifications could lawfully be considered “technical standard(s) for admission.”
Institutions may not, however, exclude an “otherwise qualified” applicant or student merely because of a disability, if the institution can reasonably modify its program or facilities to accommodate the applicant or student with a disability. However, an institution need not provide accommodations or modify its program of study or facilities such that (a) would “fundamentally alter” and/or (b) place an “undue burden on” the educational program or academic requirements and technical standards which are essential to the program of study.
Different technical standards will apply to different programs but below are some areas which are common and which may be refined or elaborated on as appropriate
Requirements may include:
• gathering of accurate information
• integration/synthesis of information from multiple observations and/or modalities
• use of observations to inform on conclusions/actions
Requirements may include:
• efficient, effective, accurate and timely communication using a range of communication media as appropriate to the purpose and audience, for example in-person meetings, telephone, letters/memos, email, web-conferencing
• use of communication and sensory skills to convey and elicit information
• use of communication and sensory skills to facilitate decision making
accurate perception of nonverbal information and cues in inter-personal encounters
Requirements may include:
• sufficient motor function / physical strength and skills to execute physical functions and actions pertinent to the occupation
• fine and gross motor skills may be required along with functional use of the senses of touch and vision
Intellectual-Conceptual, Integrative, and Quantitative Abilities:
Requirements may include:
• ability to undertake effective research to build on professional expertise and inform decision making
• ability to synthesize complex information
• ability to exercise sound judgment with the benefit of this information and knowledge/skills
• evaluate effectiveness of professional interventions
• accurately follow course syllabi, assignment directions and any actions plan(s) developed by deans, faculty, administrators, or campus partner staff
Behavioral, social and personal attributes:
Requirements may include:
• emotional health and maturity
• establish rapport with stakeholders, clients and colleagues
• prompt attention to and completion of all responsibilities attendant to the occupation
• ability to nurture mature, sensitive, and effective relationships
• development of conflict resolution skills/ability to negotiate conflicting attitudes and opinions
• compassion, integrity, interpersonal skills, interest, and motivation
• work cooperatively and with honesty and integrity with peers, faculty, and colleagues
• integrate constructive criticism received in on-campus and off-campus learning settings
• correctly judge the limits of one's own competence and seek help from an appropriate source
• seek and effectively use help for medical and emotional problems that interfere with scholastic and/or professional performance
• show respect for all University of Scranton personnel, as well as peers, clients, stakeholders and community members
• be free of the influence of illegal drugs and alcoholic beverages in classes and and when engaged in any professional work/encounters
• deal with life stressors through the use of appropriate coping mechanisms, handle stress effectively by using appropriate self-care and by developing supportive relationships with colleagues, peers, and others
• seek and effectively use help for medical and emotional problems that interfere with scholastic and/or professional performance
• demonstrate appropriate personal hygiene habits
• dress appropriately and in a manner befitting the profession
• possess maturity, self-discipline and sound judgment
Requirements may include:
• ability to adapt to changing situations in the short / immediate, medium and long term
• flexibility and the ability to function confidently and competently in the face of uncertainties
• show flexibility and be open to new ideas, and be willing and able to modify beliefs and practices as they relate to the professional area
Requirements may include:
• project an image of professionalism
• arrive (and be on time) for professional commitments, including classes and field experiences
• meet deadlines for course assignments and program requirements. A pattern of repeated absences, lateness, and failure to meet deadlines in courses or fieldwork is not acceptable
• demonstrate good attendance, integrity, honesty, conscientiousness in classes and when engaged in any professional work/encounters
• seek assistance and follow supervision in a timely manner, and accept and respond appropriately to constructive review of their work from supervisors
• reflect on professional practice and accept constructive feedback in a professional manner, demonstrate the ability to act upon reasonable criticism
• demonstrate attitudes of integrity, responsibility, and tolerance
• demonstrate honesty and integrity by being truthful about background, experiences, and qualifications; doing their own work; giving credit for the ideas of others; and providing proper citation of source materials
• interact courteously, fairly, and professionally with people from diverse racial, cultural, and social backgrounds and of different genders or sexual preferences
• must not make verbal or physical threats; engage in sexual harassment; become involved in sexual relationships with their students, supervisors, or faculty; or abuse others in physical, emotional, verbal, or sexual ways
• demonstrate the ability to understand the perspectives of others in the context of teaching, counseling, administration, etc. and the ability to separate personal and professional issues
• protect the confidentiality of client and stakeholder information appropriate to the profession unless disclosure serves professional purposes or is required by law.
Accommodations and technical standards:
An academic department will intend for its students and graduates to become competent and compassionate practitioners in their field and meet the requirements of the intended occupation.
An academic department should not discriminate against qualified individuals with disabilities who apply for admission to the professional/graduate program. Otherwise qualified individuals shall not be excluded from admission or participation in a professional/graduate program solely by reason of their disability or medical condition. An academic program should provide reasonable accommodations to qualified individuals with disabilities. A reasonable accommodation is one that does not require substantial program modification or lower academic standards. Learning disabilities are included under this policy. Reasonable accommodations can be provided in relation to academic requirements and to technical standards. Academic departments offering professional/graduate programs should be clear that technical standards are of equal importance with academic requirements and that it is necessary to fully explore the use of reasonable accommodations with candidates in both areas.
Should a candidate have or develop a condition that places the student in the position of not being able to meet a technical standard and no reasonable accommodation can be identified and this is such that it would jeopardize his or her ability to complete the program and pursue professional practice and licensure, the candidate may be denied admission.
Should an admitted student have or develop a condition that places the student in the position of not being able to meet a technical standard and no reasonable accommodation can be identified and this is such that it would jeopardize his or her ability to complete the program and pursue professional practice and licensure, the student may be dismissed from the program.
Candidates for selection to a professional/graduate program should verify that they understand and can meet the technical standards laid down by a program or that they believe that, with certain reasonable accommodations, they can meet the standards.
It is the responsibility of a student with a disability (or a student who develops a disability) and who needs an accommodation to notify the Center for Teaching and Learning Excellence (CTLE) of the disability, and to provide adequate documentation of the general nature and extent of the disability and the functional limitations to be accommodated. A student who has or develops any chronic disease or condition that may affect his or her ability to meet the technical standards will be expected to seek input and appropriate intervention from appropriate professionals.
To get started, contact:Mary Ellen Pichiarello
Loyola Science Center 580
-or-Andree Rose Catalfamo
Loyola Science Center 582E