Scott S S
Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville 22903.
J Learn Disabil. 1990 Aug-Sep;23(7):398-405. doi: 10.1177/002221949002300702.
Section 504 of the Rehabilitation Act of 1973 ensures all "otherwise qualified" individuals with handicaps the right to higher education. Federal regulations implementing the broad principles of Section 504 address only obliquely the interpretation of the construct "otherwise qualified." The determination of the qualified individual with a handicap in higher education entails unique consideration when applied to students with learning disabilities. In a setting traditionally based on academic merit and competition, the student with a learning disability requires accommodation of the learning process. Postsecondary institutions are faced with the task of determining the qualified student while maintaining academic standards. To clarify this process, existing tenets of the construct "otherwise qualified" were examined. Issues in implementing the law with students with learning disabilities were discussed, and current practice in addressing the issues was evaluated in light of legal principles. Guidelines were proposed for implementing the construct "otherwise qualified" with students with learning disabilities in higher education.
1973年《康复法案》第504条确保所有“其他方面合格”的残疾人士享有接受高等教育的权利。实施第504条广泛原则的联邦法规只是间接地涉及对“其他方面合格”这一概念的解释。在高等教育中，确定合格的残疾学生在应用于学习障碍学生时需要独特的考量。在一个传统上基于学术成绩和竞争的环境中，有学习障碍的学生需要对学习过程进行调整。高等院校面临着在维持学术标准的同时确定合格学生的任务。为了阐明这一过程，对“其他方面合格”这一概念的现有原则进行了审视。讨论了在对学习障碍学生实施该法律时出现的问题，并根据法律原则评估了当前处理这些问题的做法。针对在高等教育中对学习障碍学生实施“其他方面合格”这一概念提出了指导方针。
