The Certificate of Clinical Competence required by the American Speech-Language-Hearing Association (ASHA) signifies that the holder has met all technical standards.

Therefore, all individuals admitted to the University of Kansas Intercampus Program in Communicative Disorders must meet the following abilities and expectations with or without accommodation(s). KU is an AA/EO/Title XI institution.

The following technical standards, in conjunction with the academic standards, are requirements for admission, promotion and graduation. The term “candidate” refers to candidates for admission to the program as well as current students who are candidates for retention, promotion or graduation.

KU School of Health Professions maintains a strong commitment to equal educational opportunities for qualified students with disabilities who apply for admission to the program or who are already enrolled. The technical standards are not intended to deter any candidate for whom reasonable accommodation will allow the fulfillment of the complete curriculum.

Requesting Accommodations

Candidates with disabilities are encouraged to contact the Academic Accommodations Office early in the application process to begin a confidential conversation about what accommodations they may need to meet these standards. This process is informed by the knowledge that students with varied types of disabilities have the ability to become successful health professionals.

KU Medical Center

Cynthia Ukoko
Senior Coordinator for Academic Accommodations
MS 4029 / 3901 Rainbow Boulevard
Kansas City, KS 66160

913-588-7035; 711 TTY

KU Lawrence Campus

Andrew Shoemaker
Director, Academic Achievement & Access Center
1450 Jayhawk Blvd., Room 22
Lawrence, KS 66045

785-864-4064; 711 TTY

Clinical Reasoning Requirements

The culminating activity in the preparation of an audiologist is clinical reasoning. Therefore, as a candidate for the Au.D. degree, you must be able to make correct observations and have the skills of measurement, calculation, reasoning, analysis and synthesis.

Observation/Sensory Motor:

• Observe demonstrations and learn from experiences in the classroom, laboratory and clinical situations.
• Carry out speech/language/hearing assessments and intervention strategies/techniques including the operation of complex, electronic instrumentation. Diagnosis, assessment and intervention of speech/language/hearing problems typically involves the functional use of the senses in order to palpate certain areas of the patient's head and neck.
• Interpret and comprehend text, numbers and graphs displayed in print and video.
• Observe and respond to subtle cues of patient’s moods, temperament and social behavior.

Physical/Psychomotor:

• Perform actions requiring coordination of both gross and fine muscular movement, equilibrium and use of the senses.
• Respond quickly in clinic situations, not only for safety, but also therapeutically.
• Travel to numerous clinical sites for practical experience.
• Use an electronic keyboard to operate instruments and to calculate, record, evaluate and transmit information.

Communication:

• Share and elicit information from patients/clients, supervisors, peers and other health professionals verbally and in a recorded format.
• Effectively, confidently and sensitively converse with patients and their families.
• Interpret and comprehend technical and professional materials.
• Prepare papers, produce reports and complete documentation for patient records.
• Assimilate information from written and/or electronic sources (texts, journals, medical/school records).
• Take paper, computer and laboratory examinations and prepare scholarly papers.

Judgment:

• Demonstrate judgment in the classroom, laboratory and clinic situations that shows the intellect and emotional health necessary to make mature, sensitive and effective decisions in the following areas:
  • Relationships with professors, supervisors, peers and patients/clients.
  • Professional and ethical behavior.
  • Effectiveness of diagnostic, assessment and intervention strategies.
• Demonstrate an understanding of the rationale and justification for one’s performance.
• Critically evaluate one’s own performance and be flexible toward change to promote professional and clinical processes.
• Recognize and correct behaviors disruptive to classroom teaching, research and patient care.
• Manage the use of time to complete clinical and academic assignments within realistic constraints.
• Recognize potentially hazardous materials, equipment and situations and proceed in a manner to minimize risk of injury to those in the area.
• Make correct observations and have the problem-solving skills necessary for measurement, calculation, reasoning, analysis and synthesis.

NOTE: Reasonable accommodations will be considered and may be made to qualified students who disclose a disability, so long as such accommodation does not significantly alter the essential requirements of the curriculum and the training program, and don't affect the safety of patient care.