The Americans With Disabilities Act, Reasonable Accommodations, and Medical Education
Daniel L Pavlik1, Betsy Quick Melcher, Donna M Agnew
1Daniel L. Pavlik, MSPAS, PA-C, is an associate professor and director of Didactic Education for the Physician Assistant Program, College of Health Sciences, Salus University, Elkins Park, Pennsylvania. Betsy Quick Melcher, MS, MHS, PA-C, is an assistant professor for the Department of Community & Family Medicine and academic coordinator at the Duke University Physician Assistant Program, Durham, North Carolina. Donna M. Agnew, MSPAS, PA-C, is an associate professor and the program director of the Physician Assistant Program and interim dean, College of Health Sciences, Salus University, Elkins Park, Pennsylvania. David A. Smith, MPAS, PA-C, is an assistant professor for the Physician Assistant Program, College of Health Sciences, Salus University, Elkins Park, Pennsylvania. Katelyn Marciante, MS, is a didactic educational program assistant for the Physician Assistant Program, College of Health Sciences, Salus University, Elkins Park, Pennsylvania.
Abstract:
The number of students with a disability matriculating into institutions of medical education, including physician assistant programs, is increasing. Educational institutions must develop procedures with regard to the Americans with Disabilities Act (ADA) including the provision of reasonable accommodations to provide equal opportunities for all. These procedures must be compliant with federal and state laws while protecting academic integrity, maintaining technical standards, and successfully navigating the institutional and individual faculty barriers. Knowledge of the ADA and the ADA Amendments Act of 2008 as well as some familiarity with the legal precedent regarding these laws will facilitate planning and decision-making for students with disabilities. This is imperative for educating not just those with specific disabilities but also the evolving learners of today. Such knowledge, coupled with the continued prioritization of technical standards and student outcomes, will assist in the curricular development of the future.
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