With a strong emphasis on problem solving, hands-on application and critical thinking, the Health Office Administration program prepares graduates to confidently assume administrative positions integral to the success of health care organizations.
The purpose of the Americans with Disabilities Act of states that no qualified student shall, on the basis of disability be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity which the university or any other public facility sponsors or operates.
Colleges and universities receiving federal financial assistance must not discriminate in the recruitment, admission, or treatment of students. Under the provisions of the ADA, as well as Section of the Rehabilitation Act ofuniversities and colleges may not: Limit the number of students with disabilities admitted.
Make pre-admission inquiries as to whether or not an applicant is disabled. Use admissions tests or criteria that inadequately measure the academic qualifications of disabled students because special provisions were not made for them. Exclude a qualified student with a disability from any course of study.
Limit eligibility to a student with a disability for financial assistance or otherwise discriminate in administering scholarships, fellowships, internships, or assistantships on the basis of disability.
Counsel a student with a disability toward a more restrictive career. Measure student achievement using modes that adversely discriminate against a student with a disability.
Establish rules and policies that may adversely affect students with disabilities. While this reference guide provides a series of suggested steps instructors may wish to implement in order to facilitate learning for students with disabilities who enroll in their classes, perhaps the most important advice would be for instructors to encourage students with disabilities to discuss their limitations during the initial days of classes.
Students will be provided with an accommodations memo for instructors each quarter. Faculty should make classroom accommodations in accordance with current notification from the TDS.
If there are questions concerning the determined accommodations, the instructor should contact the Office of Disability Services for clarification.
Performance objectives should be the same for all students with disabilities, although the manner in which those objectives are attained might be somewhat different. Statements about testing or other evaluation activities in class should be overtly mentioned at the beginning of the quarter.
Students with Orthopedic or Mobility Impairments Some common disorders which occur in this category include cerebral palsy, multiple sclerosis, muscular dystrophy, arthritis, and spinal cord injury quadriplegia, paraplegia. Any of these impairments are manifested in various ranges of mobility loss, thus requiring a myriad of suggestions for assisting individuals with these disabilities: Suggestions for Communicating with the Student: If the student is inclined, allow him to speak freely about his disability, promoting better integration for him as a member of the class.
During an extended conversation with a person in a wheelchair, try to sit to achieve eye-to-eye contact. Do not demean or patronize a person in a wheelchair by communicating with his scribe rather than with him or by not allowing the person to speak for himself.
Most people in wheelchairs will ask for help when they require it, most being pleasant and appreciative of your help.
Considerations in the Classroom: Some students need adaptive seating in class, especially in computer laboratories. Note that some computer labs are already accessible. Alternative testing ideas may range from modifying a testing format, placing on computer disk, to taping a journal or paper for those with mobility impairments.
Consult with a student to ensure that the classroom layout is accessible and free of obstructions for wheelchair use. Find an alternative classroom setting if the existing location is inaccessible.
Allow the disabled student ample time to consult with his aide or scribe so that the aide is familiar with classroom and testing procedures. Students with Visual Impairments Since most of what university students assimilate is the printed medium, those who are visually impaired face a difficult challenge.
And since there are varying degrees of impairment, instructors must be able to adapt their classes for information gathering, pertaining to these students. Identify both your entrance and your exit from the room.
Also notify the student as to your identity when you initiate a conversation or lecture. Do not change the tone of your voice or your vocabulary when speaking to a blind student. Again, do not patronize him as though he were a child.No Experience Office Assistant Resume.
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