University of Connecticut | School of Law Clinics, Co-ops and Internships Karen DeMeola, JD Jane Thierfeld Brown, Ed.D Jennifer Cerny, JD Student Services, Uconn Law

University of Connecticut | School of Law Clinical or Practical education has increased exponentially at all levels of higher education. Reasons – Lack of work experience – Need for professional training

University of Connecticut | School of Law ADA v. ADAAA ADA: The definition of major life activities included but was not limited to: caring for oneself, performing manual tasks, seeing, hearing, speaking, breathing, learning, and working. ADAAA: The following activities have been added: eating, sleeping, walking, standing, lifting, bending, reading, concentrating, thinking, and communicating. While the list of major life activities has been expanded, it remains “illustrative.” In other words, the list is not intended to be all inclusive and an activity not listed may be covered.

University of Connecticut | School of Law FERPA What releases are needed to discuss accommodations with the site? If there are issues, who is the appropriate contact?

University of Connecticut | School of Law Outside the Classroom… How to determine accommodations Institutional responsibilities Student responsibilities

University of Connecticut | School of Law Accommodation Questions Interpreters? Technology Accommodations? Travel?

University of Connecticut | School of Law Effective Strategies for Students with Disabilities Participating in Internship Programs * Rearrange observation time to include short assignments within a demonstrated task. * Involve the student in a task and give direct feedback on his or her contribution. * Restructure routine to have repeated practice of a targeted skill. * Assist student with breaking task into smaller components, rather than assigning one large project. Adapted From : Briel and Getzl 2001

University of Connecticut | School of Law * Extend the learning time for skill acquisition. * Role-play social interactions. * Ensure student writes out steps to a skill. * Identify stress management strategies and encourage use at the work site. * Provide clear boundaries for coworker relationships. * Videotape intern performance, review with intern, and provide constructive feedback. Adapted From : Briel and Getzl 2001

University of Connecticut | School of Law Preparation Student Advisor and Supervisor Placement Site

University of Connecticut | School of Law Disclosure Should the student disclose? If so, to whom? When? How will the student know what to ask for in accommodation?

University of Connecticut | School of Law Cases

University of Connecticut | School of Law The Importance of Technical Standards for placements, internships, etc.

University of Connecticut | School of Law Social Work Student example Interpreters – For meetings and client work Note takers/Transcription

University of Connecticut | School of Law Law Student example Clinic work International Internship Client disclosure?

University of Connecticut | School of Law Questions, examples, other experiences.