Helms L B, Weiler K
College of Education, University of Iowa, Iowa City 52242.
J Prof Nurs. 1993 Nov-Dec;9(6):358-66. doi: 10.1016/8755-7223(93)90011-z.
The Americans With Disabilities Act of 1990, the Civil Rights Restoration Act of 1987, and Section 504 of the Rehabilitation Act of 1973 have created rights for students with disabilities who choose to pursue an education in the health care disciplines. These statutes have also created new concerns for nursing educators as they assess students' qualifications for admission, retention, or dismissal. This article explores legislation and the judicial interpretation of the laws that affect disabled students in health care professions. Specifically, the article reviews and analyzes the reported case law in which health care students have claimed discrimination against education programs because of their disabilities. The analysis considers the requirements of the institution to assess or recognize if the student has a disability; to determine if the student is otherwise qualified to perform the essential responsibilities of the student role; and to establish reasonable accommodations for the student's learning environment. Finally, current and future implications for nursing education programs are presented.
1990年的《美国残疾人法案》、1987年的《民权恢复法案》以及1973年《康复法案》第504条为选择在医疗保健学科接受教育的残疾学生赋予了权利。这些法规也给护理教育工作者带来了新的担忧，因为他们要评估学生的入学资格、留校资格或开除资格。本文探讨了影响医疗保健专业残疾学生的立法及法律的司法解释。具体而言，本文回顾并分析了已报道的判例法，其中医疗保健专业的学生声称因其残疾而受到教育项目的歧视。该分析考虑了机构评估或确认学生是否残疾的要求；确定学生在其他方面是否有能力履行学生角色的基本职责；以及为学生的学习环境提供合理便利。最后，阐述了对护理教育项目当前和未来的影响。
