Washington State University College of Nursing, Spokane, Washington 99210, USA.
J Nurs Educ. 2012 Mar;51(3):140-4. doi: 10.3928/01484834-20120127-05. Epub 2012 Jan 27.
Faculty have reported a significant increase in the number of nursing students with disabilities; however, misinformation regarding legislated changes in the definition of a disability, as enacted in 2008 under the American with Disabilities Act Amendments Act, has contributed to faculty confusion when working with students with disabilities. This article identifies the circumstances under which nursing faculty are legally required to provide reasonable accommodations for students with disabilities, as defined under the Americans with Disabilities Act of 1990 as amended in 2008, and the strategies faculty may use to assist students to successfully complete core requirements. When this knowledge is integrated into a nursing program's culture and curriculum, students with sensory loss, paralysis, mental illness, learning disabilities, limb differences, chronic illnesses, or other disabilities associated with impaired bodily functions can successfully complete nursing programs and provide excellent care to clients, the profession, and their communities.
教师报告称，残疾护理学生的数量显著增加；然而，2008 年《美国残疾人法案修正案》颁布后，对残疾定义的立法修改所带来的错误信息，导致教师在与残疾学生合作时感到困惑。本文确定了护理教师在哪些情况下根据 1990 年《美国残疾人法案》（经 2008 年修订）的规定，有法律义务为残疾学生提供合理便利，以及教师可以使用哪些策略来帮助学生成功完成核心要求。当这些知识融入护理项目的文化和课程中时，有感官丧失、瘫痪、精神疾病、学习障碍、肢体差异、慢性疾病或其他与身体功能障碍相关的残疾的学生，可以成功完成护理项目，并为客户、专业人员和他们的社区提供出色的护理。
