Abstract
Initiatives focused on equity, inclusion, and support for underrepresented groups are making higher education more accessible, yet the transition from an academic setting to the clinical workplace can pose significant challenges for students, especially those who have relied on academic accommodations. While these accommodations facilitate success in the classroom, they may not fully equip students for the demands of professional practice. This case report examines the perspectives of two graduate faculty at a Mid-Atlantic university, focusing on the relationships between academic accommodations and technical standards in health profession programs. The report explores how technical standards and accommodations influence students’ readiness for clinical settings and their potential for professional success. Three key themes emerged: (1)<i> Preparation for Clinical Success</i>, highlighting participants’ views on how accommodations and technical standards contribute to students' academic and clinical success; (2) <i>Assumptions and Uncertainties</i>, revealing representatives' lack of knowledge and hesitancy regarding technical standards, along with a disconnect between administration and faculty in updating and incorporating inclusion principles into these standards, and (3) <i>Preservation of University Standards and Reputation</i>, which underscores the importance of maintaining institutional integrity while supporting diverse learning needs. The complex interplay between accommodation policies and technical standards requirements highlights the need for continual assessment to effectively prepare students for workplace demands.
Published Version
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