INTRODUCTION
A graduate program in speech language pathology is recognized as a broad degree requiring the
acquisition of academic knowledge and clinical skills in all applicable domains of speech, language, and
hearing sciences. The education of SLPs requires assimilation of knowledge, acquisition of skills, and development of judgment through patient care experience in preparation for the independent decision-
making required in clinical practice.
POLICY
The MA/MS SLP program at Faulkner University adheres to the standards and guidelines of the Council
on Academic Accreditation in Speech-Language Pathology and Audiology (CAA) of the American Speech
Language Hearing Association (ASHA). Within these guidelines, the program has the responsibility for
selecting and evaluating its students; designing, implementing, and evaluating its curriculum; and
determining who has earned the MA SLP or MS SLP degree. Further, the Department has a responsibility
to the public that its graduates become fully competent and caring speech-language pathologists, capable of doing benefit and not harm. Thus, it is important that students admitted to our graduate programs possess the intelligence, integrity, compassion, humanitarian concern, and physical and emotional capacity necessary to practice speech-language pathology. Therefore, admission and retention decisions are based not only on satisfactory academic achievement, but also on the candidate’s ability to conduct the essential functions necessary to achieve the knowledge and skills standards required for graduation and certification by the American Speech-Language Hearing
Association (ASHA).
ESSENTIAL FUNCTIONS
In order to acquire the knowledge and skills requisite to the practice of speech language pathology to function in a broad variety of clinical situations, and to render a wide spectrum of competent patient care, individuals must have essential skills and attributes in five areas: communication, motor, intellectual-cognitive, sensory-observational, and behavioral-social. These skills enable a student to meet graduate and professional requirements as measured by state and national credentialing agencies. Many of these skills can be learned and developed during the course of the graduate program through coursework and clinical experience. Failure to meet or maintain the Essential Functions may result in action against the student, including, but not limited to, dismissal from the program. The starred items (*) are skills that are more inherent and should be present when a student begins the program.
A. COMMUNICATION
A student must possess adequate communication skills to:
- Communicate proficiently in both oral and written English language.*
- Possess reading and writing skills sufficient to meet curricular and clinical demands.*
- Perceive and demonstrate appropriate non-verbal communication for culture and
context.*
- Modify communication style to meet the communication needs of clients, caregivers,
and other persons served.*
- Communicate professionally and intelligibly with patients, colleagues, other healthcare
professionals, and community or professional groups.
- Communicate professionally, effectively, and legibly on patient documentation, reports,
and scholarly papers required as a part of course work and professional practice.
- Convey information accurately, appropriately and with cultural sensitivity.
B. MOTOR
A student must possess adequate motor skills to:
- Perform and sustain necessary physical activity level in required classroom and clinical
activities.*
- Respond quickly and within protocol in emergency situations. *
- Access transportation to clinical and academic placements. *
- Participate in classroom and clinical activities for the defined workday.*
- Efficiently manipulate testing and treatment environment and materials without
violation of testing protocol and with best therapeutic practice.
- Manipulate patient-utilized equipment (e.g. durable medical equipment to include AAC
devices, hearing aids, etc) in a safe manner.
- Access technology for clinical management (i.e. billing, charting, therapy programs,
etc.).
C. INTELLECTUAL/ COGNITIVE
A student must possess adequate intellectual and cognitive skills to:
- Comprehend, retain, integrate, synthesize, infer, evaluate, deduce, and apply written
and verbal information sufficient to meet curricular and clinical demands.*
- Identify significant findings from history, evaluation, and data to formulate a diagnosis
and develop a treatment plan.
- Solve problems, reason, and make sound clinical judgments in patient assessment,
diagnostic and therapeutic plan and implementation.
- Self-evaluate, identify, and communicate limits of one’s own knowledge and skill to
appropriate professional level and be able to identify and utilize resources in order to
increase knowledge.
- Utilize detailed written and verbal instruction in order to make unique and independent
decisions.
D. SENSORY/ OBSERVATIONAL
A student must possess adequate sensory skills of vision, hearing, tactile, and smell to:
- Visually and auditorily identify normal and disordered communication (fluency,
articulation, voice, resonance, respiration characteristics, oral and written language in
the areas of semantics, pragmatics, syntax, morphology and phonology, hearing and
balance disorders, swallowing cognition, social interaction related to communication).
- Identify the need for augmentative and alternative modalities of communication.
- Visualize and identify anatomic structures.
- Visualize and differentiate imaging findings.
- Identify and differentiate findings on imaging studies.
- Differentiate text, numbers, tables, and graphs associated with diagnostic instruments
and tests.
- Recognize and adjust when a client and/or client’s family does or does not understand
the clinician’s written and or verbal communication.
- Identify and differentiate a client’s spoken responses.
- Accurately monitor through both visual and auditory modalities, equipment displays and
controls, including those of hearing instruments, used for assessment and treatment of
patients.
E. BEHAVIORAL/ SOCIAL
A student must possess adequate behavioral and social attributes to:
- Demonstrate mature, empathetic and effective professional relationships by exhibiting
compassion, integrity, and concern for others.*
- Recognize and show respect for individuals with disabilities and for individuals of
different ages, genders, race, religions, sexual orientation, and cultural and
socioeconomic backgrounds.*
- Comply with applicable laws and conduct oneself in an ethical manner, upholding the
ASHA Code of Ethics and university and federal privacy policies.*
- Maintain general good physical and mental health and self care in order not to
jeopardize the health and safety of self and others in the academic and clinical setting.*
- Adapt to changing and demanding environments (which includes maintaining both
professional demeanor and emotional health).
- Manage the use of time effectively to complete professional and technical tasks within
realistic time constraints.
- Accept appropriate suggestions and constructive criticism and respond by modification
of behaviors.
- Dress appropriately and professionally, according to dress codes set forth by the
University, Program, and any internship placements.
CENTER OF DISABILITY SERVICES
Faulkner University is committed to providing access and equal opportunity in its services, programs,
activities and education for qualified individuals with a disability and will provide such students with
academic adjustments and/or accommodations that are reasonable under the circumstances. (A
“qualified individual with a disability” is one who meets the academic and technical standards requisite
to admission or participation in the program.) The Center for Disability Services serves as the central
contact point for all students with disabilities at Faulkner University including Alabama Christian College
of Arts and Sciences, College of Education, Harris College of Business, V. P. Black College of Biblical
Studies, Jones School of Law, and all extended campuses. Students are responsible for informing the
University of their need for services and accommodations.
To obtain accommodations, contact the Director of the Center for Disability Services at (334) 386-7185 or visit the Center for Disability Services page.
Faulkner University is dedicated to graduating highly competent physical therapists who
are knowledgeable and proficient to practice physical therapy in all healthcare settings
at entry level. To accomplish this goal, the program has been designed to prepare
students to treat individuals across the lifespan, with conditions affecting all body
systems, in a variety of settings, independently or as part of a healthcare team. The
program is an intensive course of study that includes didactic and clinical preparation.
In order to function in complex and diverse environments, students must integrate
knowledge, skills, attitudes and behaviors to make effective and safe clinical decisions.
There are certain required abilities, standards and qualifications necessary to achieve
satisfactory competence to practice physical therapy. These essential functions are not
achieved solely by gaining academic knowledge. In addition to academic knowledge,
the student must meet a combination of cognitive, psychomotor, affective, sensory, and
communication skills that are required for entry level competency.
The Doctor of Physical Therapy Program at Faulkner University, is in compliance with
Section 504 of the Rehabilitation Act of 1973, Section 504 subpart E, the Americans
with Disabilities Act of 1990, and the Americans with Disabilities Amendments Act of
2008. The DPT Program at Faulkner University does not discriminate against qualified
individuals with disabilities. The Essential Functions document allows each candidate/
student to evaluate his or her ability to successfully perform the specified tasks and
complete the program.
The DPT program at Faulkner University requires students to demonstrate essential
functions that are expected of all physical therapists. These functions are required to
ensure the safety and wellbeing of patients/ clients, colleagues, faculty, and other
health care professionals. In order to be admitted to and successfully complete the
requirements for a doctorate degree in physical therapy, students must be able to
perform, with or without reasonable accommodations, the essential functions listed
below. These skills are performed in the learning environment such as classrooms and
laboratories as well as community settings such as schools, hospitals and skilled nursing
facilities. . The presence of a disability will not exempt students from completing
required tasks and a reasonable accommodation will not guarantee that a student will
be successful in meeting the requirements of any one course. During matriculation, if it
becomes apparent to DPT faculty and staff that the student cannot perform these
essential functions with reasonable accommodations; or the accommodations are not
reasonable and would put an undue hardship on the university; or that the performance
of these functions would significantly increase the risk the harm or jeopardize the safety
of others, the program may withdraw the offer of admission to DPT program or dismiss
the student from the program. The university cannot guarantee that the clinical
education facility will be able to offer the same reasonable accommodations that are
made available to the University.
Cognitive Functions
The student must have the intellectual ability to solve problems by integrating a variety of complex information from different sources in a safe, appropriate, effective and timely manner.
- 1. Measure, calculate, analyze, comprehend, integrate, recall, retain and synthesize a large body of knowledge under time constraints.
- 2. Gather appropriate information from a variety of sources during patient encounters, including medical records, past medical history, interviews and examinations to make effective clinical decisions that consider the individual
patient and their unique needs.
- 3. Critically analyze information from a variety of sources including research literature, textbooks, lectures, class discussions, patient demonstrations, medical
history and laboratory classes in order to make effective clinical decisions.
- 4. Evaluate and assess information gathered during a patient encounter to formulate a diagnosis, prognosis, and plan of care and modify if appropriate.
- 5. Assess limitations of one’s own knowledge and/or performance in order to provide safe, effective patient care and acknowledge the need to refer the patient/client to other healthcare professionals.
- 6. Select and disseminate appropriate, clear and concise information to all stakeholders, including patient/client, family, health care professionals,
researchers, and payers.
- 7. Demonstrate ability to plan, organize, supervise and delegate in order to accomplish tasks and goals.
- 8. Effectively utilize technology such as computers and equipment for research, classroom assignments and clinical experiences, including electronic medical records.
Motor Functions
Students must have sufficient gross and fine motor skills, coordination and mobility to
safely, accurately and efficiently perform all responsibilities of a physical therapist in all
settings. This includes patients/clients across the lifespan and conditions involving all
body systems.
- 1. Assume and maintain for extended periods a variety of positions and movements, including but not limited to sitting, standing, squatting, kneeling, reaching, walking, stair climbing and pushing and pulling.
- 2. Demonstrate appropriate and safe body mechanics and respond safety and effectively to sudden or unexpected movements of patients and/or colleagues.
- 3. Respond quickly to emergency situations and perform procedures such as lifting, pulling, or pushing patients/clients, transporting patients and applying force to perform CPR.
- 4. Safely, reliably, and efficiently perform required physical therapy screenings, examinations, and intervention procedures in order to evaluate and treat movement dysfunction and promote health and wellness.
- 5. Safely and reliably operate physical therapy related equipment, patient
monitoring devices and therapeutic devices.
- 6. Demonstrate the required neuromuscular control and eye-hand coordination
required to perform all physical therapy skills and procedures safely, reliably, and
efficiently.
Communication
Students must be able to communicate effectively utilizing the appropriate verbal and
nonverbal, written and electronic communication that is professional and meets the
needs of the target audience including but limited to: colleagues, health care
professionals, patients/ clients, caregivers, faculty, policy makers and payers.
- 1. Comprehend and interpret the verbal, non-verbal, and written communications of
others and respond in an appropriate, professional manner.
- 2. Gather a thorough history from patients and caregivers.
- 3. Communicate clearly, effectively and with sensitivity both verbally and non-
verbally in English with a variety of audiences.
- 4. Demonstrate the ability to give and receive constructive feedback.
- 5. Actively listen to others and modify communication style to meet the needs of
the audience.
- 6. Communicate complex information in an appropriate, efficient and clear manner
to a variety of stakeholders, including but not limited to patients, caregivers,
health care professionals and third party payers.
- 7. Demonstrate interpersonal skills as needed for productive classroom discussion,
respectful interaction with classmates and faculty, and development of
professional relationships with others.
- 8. Educate others by applying teaching and learning theories and methods in health
care and community environments.
- 9. Complete reading and written assignments, document and maintain written
records, participate in group activities, present oral and written reports and
provide constructive feedback.
Sensory
Students must be able to perceive all information necessary to provide effective patient
care. Students will be required to utilize their visual, auditory and tactile sensations in
order to assess patient status and detect any changes.
- 1. Observe audiovisual presentations, written materials, demonstrations and
physical therapy procedures.
- 2. Observe activity and behavior as well as changes in patient/ client status from a
distance as well as closely, in order to make clinical decisions.
- 3. Accurately monitor and interpret results from equipment and patient monitoring
systems, including therapeutic exercise equipment, therapeutic modalities, EKGs
and radiographs.
- 4. Ability to perform auscultation and auditory evaluation including but not limited
to lungs, heart, pulse, blood pressure, joint noises and prostheses.
- 5. Appreciate tactile feedback related to safe and accurate application of
procedures such as palpation, manual muscle testing, and joint mobilization.
- 6. Demonstrate ability to discern changes in body structures through observations
and palpation of body surfaces.
- 7. Perceiving appropriate tactile feedback in order to perform examinations,
procedures and skills that require application of various pressures, such as joint
mobilization, palpation and manual muscle testing.
- 8. Recognize the signs of disease and impairments through the use of multiple
senses simultaneously including observation, palpation, smell (signs of infection
or poor hygiene) auditory information (voice, lungs and heart sounds)
Affective
Students must be able to demonstrate emotional intelligence, maturity and respect for
others and their differences. Students must be able to maintain effective, professional
relationships with others, and be able to engage with sensitivity, honesty, compassion,
and integrity.
- 1. Act in an ethical, legal, and responsible manner consistent with the Core Values
and Professional Behaviors outlined by the American Physical Therapy
Association.
- 2. Recognize and demonstrate respect for cultural, ethnic, ethical, and value
differences among students, faculty, staff, patients, caregivers, and other health
care professionals
- 3. Develop professional, empathic relationships with individuals from a variety of
backgrounds, ages, and needs, based on mutual trust.
- 4. Develop and maintain effective, respectful working relationships with professional
colleagues, peers, patients, families, and the general public.
- 5. Work effectively as part of a team, whether at school, in the community or as
part of an interdisciplinary team.
- 6. Demonstrate flexibility and adaptability to changing situations and uncertainty.
- 7. Maintain personal hygiene at all times.
- 8. Recognize the impact of their own personal values, beliefs, emotions and
experiences affect perceptions and relationships with others.
- 9. Respond appropriately to stressful situations in the classroom and clinic.
- 10. Value the importance of the interprofessional team to the health and function of
individual and society.
- 11. Effectively manage multiple demands and deadlines effectively both in the
academic, clinical and personal arena.
- 12. Accept responsibility for all actions, reactions and inactions.
- 13. Value the importance of personal, emotional, spiritual and professional
development in professional practice.
- 14. Discern important environmental cues in a complex and distracting environment.
Professional Conduct
Students must possess the ability to practice in an ethical, legal and responsible
manner. Students must be willing to learn and adopt professional standards of conduct
as well as the Code of Conduct for the University. Students must abide by the core
values of compassion, integrity, altruism, professional duty, excellence, accountability,
and social responsibility. Students must be able to engage in the care of all patients, in
all settings.
Resources
1. American Physical Therapy Association. Guide to Physical Therapist Practice.
Alexandria, Virginia, 2008.
2. American Physical Therapy Association. Minimum Required Skills of Physical
Therapist Graduates at Entry Level. BOD G11-05-20-449.
3. Ingram, D. (1997) Opinions of physical therapy education program directors on
essential functions. Physical Therapy. 77: 37-45.
4. Rangel A, Wittry A, Boucher B, Sanders B. A survey of essential functions and
reasonable accommodations in physical therapist education programs. (2001)
Journal of Physical Therapy Education. 15: 11-19.
Procedure regarding Essential Functions:
- 1. The department of physical therapy
- a. Provide each student admitted to the program the Essential Functions
document and ask students to review.
- b. Any requests for accommodation made by the student for clinical
internships or for the classroom setting generally require documentation
from a terminal degreed specialist regarding need for accommodations.
The student will be referred to the Center for Disability Services. Contact the Director of the Center for Disability Services at (334) 386-7185 or visit the Center for Disability Services page.
- c. The Essential Functions document, as well as the process to request
reasonable accommodations will be discussed and reviewed during
orientation.
- d. Students will be given an acknowledgement form to sign during
orientation that states that they have read and understand the Essential
Functions document and the process for accommodations.
- e. The Essential Functions document will be reviewed during the
Professionalism and Leadership I course during the first semester.
- f.Reasonable accommodations will be implemented when directed by the
Center for Disability Services and classrooms/ laboratories will remain
accessible.
- g. Faculty will review accommodations provided to students each semester
to ensure compliance and effectiveness.
- 2. The student will:
- a. Read the Essential Functions document prior to matriculation to ensure
they are familiar with the essential functions of a physical therapist and
the process to seek reasonable accommodations on the Faulkner
University Website. To obtain accommodations, contact the Director of the Center for Disability Services at (334) 386-7185 or visit the Center for Disability Services page.
- b. Direct any requests for accommodation to the Center for Disability
Services and provide appropriate documentation from the terminal
degreed specialist
- c. Complete signature page for Acknowledgement of Review of Essential
Functions and Procedure for Request for Reasonable Accommodations
during Student Orientation.
- d. Students should engage in discussions about the Essential Functions of a
Physical Therapist, to gain a better understanding of the requirements,
especially in the Professionalism and Leadership I course.
- e. Each student seeking accommodations should provide written notification
to the instructor from the Center for Disability Services at the beginning of
the semester.
- f. A student seeking accommodations for a clinical affiliation should be
referred to the Center for Disability Services.
- g. Any changes in status or needs for accommodation should be updated
with the Center as well as instructors and/ or DCE.
The following skills are considered essential for any student that is completing the Doctor of
Occupational Therapy program at Faulkner University. Occupational Therapy is a demanding
profession that requires essential skills for success. The profession can be physically, mentally,
and psychologically demanding. Therefore, basic essential skills that are required for all students are as follows:
1. General abilities: Students are expected to possess adequate endurance and alertness to
participate in a highly rigorous doctoral program. Students are also expected to demonstrate
general strength and equilibrium to participate in laboratory courses.
2. Observational skills: Students are expected to demonstrate appropriate visual acuity and
visual perceptual skills to observe clients from a distance and closely to form an accurate
observation. Students are also expected to have functional use of the senses of vision, hearing,
touch, taste and smell. These senses will interpret data from the external environment and
allow accurate observation skills of not only clients, but also in lecture and laboratory classes.
3. Communication skills: Students are expected to possess and demonstrate effective
communication skills to interact appropriately and successfully with clients. These skills are
necessary to discern accurate abilities of clients. Students are also expected to demonstrate
sensitivity when addressing clients and their families. Students are expected to communicate
appropriately in lecture and laboratory classes.
4. Motor skills: Students are expected to possess good fine and gross motor skills in order to
accurately access and treat clients. Students should possess and demonstrate adequate stamina
and equilibrium to access and treat clients, participate in laboratory classes, and operate
necessary equipment pertaining to occupational therapy practice. Students should have the
psychomotor skills needed to successfully complete occupational therapy evaluations to
include manual muscle testing, goniometry, joint range of motion, etc. The motor skills of
bending, stooping, lifting, turning, transferring, and transporting clients are necessary.
5. Interpersonal/Behavioral/Professional skills: Students must demonstrate good judgement,
emotional health and stability, and therapeutic use of self in order to complete accurate
assessments and develop personal, client centered treatment plans. Students should have
emotional maturity to develop good rapport, sensitivity, and respect with clients and their families. Students must demonstrate respectful professional behavior with clients, fellow students, and faculty.
6. Critical Reasoning skills: Students must possess the ability to problem solve various
situations through calculating and analyzing data. This skill is imperative in determining
correct and effective client treatment. Students also need this skill when completing various
work within the didactic and laboratory courses.
. Technology skills: Students must have basic computer skills including Microsoft office, and
the ability to learn other software programs.
