Purpose Statement:
All students in this program are expected to meet certain essential functions/technical standards which are essential for successful completion of all phases of the program and which reflect industry requirements and standards. To verify the students’ ability to perform these essential functions, students may be required to demonstrate the following technical standards:
| Standard | Definition of Standard | Example(s) of Technical Standard |
|---|---|---|
| 1. Critical Thinking Skills | Observation, analysis, interpretation, reflection, evaluation, inference, explanation, problem-solving, and decision-making. | Demonstrate a sound knowledge base from which to support children as they develop more deeply into content
Encourage children to question and challenge existing beliefs, structures, and practices Observe individual children as well as a group of children for monitoring safety, social interaction, non-verbal cues or signs of physical abuse or neglect Adapt to changing duties and needs of work environment to include retaining new information as related to the program, the profession, and needs of each child Exercise independent judgment to effectively solve problems, and make decisions Effectively communicate concerns, incidents, and questions with parents using confidentiality and respect |
| 2. Mobility/Motor Skills | Ability to move safely, efficiently, and effectively from one to place to another | Have mobility, strength, and dexterity to be able to lift a child weighing up to 50 pounds
Ability to stand or sit in front of groups of children and present class materials Ability to interact at each child’s level and retrieve children who wander and/or run from the group Ability to navigate and maneuver quickly as needed but especially in emergency situations Ability to perform duties safely and properly (i.e. change a diaper or cleaning-sweeping, mopping, cleaning tables and toilets, etc.) Be able to interact with children in outdoor environments |
| 3. Tactile Skills | Ability to be exposed to and utilize a variety of materials such as their texture, weight, or temperature, and the composition of objects, their shapes, the materials from which they’re made, etc. This requires immediate proximity to the material | Demonstrate required sensory skills in order to set up and participate in activities that require a wide variety of sensory materials (playdough, finger paint, packing materials, gooey materials, etc.)
Possess tactile skills and ability to tolerate necessary duties: diapering and toileting, wiping noses, cleaning vomit, blood, etc. |
| 4. Auditory Skills | Able to take in information and follow directions | Understand and respond to oral communications and directions and able to receive direction, suggestions, and feedback from co-workers, supervisors, and families
Have adequate hearing in order to supervise children from across the classroom Able to tolerate and keep composure in loud environments (child screaming/tantrum, indoor active play, musical instruments, loud play inside a gym, etc.) |
| 5. Visual Skills | Able to distinguish, segregate, isolate visual information | Demonstrate adequate vision in order to supervise children from across the classroom |
| 6. Communication Skills | Maintain good verbal, nonverbal, and written communication skills, listening, speaking, observing, and empathizing | Communicate appropriately and have adequate verbal and written communication skills with adults (colleagues, parents, families) and children of differing ages, as well as good communication skills of listening, speaking, observing, and empathizing
Understand and respond to oral communications and directions Be able to read, write, understand, and respond to written instructions, communications, and materials |
| 7. Interpersonal Skills | Able to communicate and build relationships with others | Active listening, teamwork, responsibility, dependability, leadership, motivation, flexibility, patience, and empathy
Take initiative in speaking with parents to make them and the child feel welcome Work with parents and children during arrival and departure to provide smooth transitions Stay in control and adequately supervise a group of at least 15 children who are performing different activities Ability to meet the needs of small and/or large groups of children while also being aware of the other children in the room; and helping those with special needs or problems at any given time Be willing to receive direction, suggestions, and feedback from co-workers, supervisors, and families |
| 8. Behavioral Skills | Able to maintain interpersonal, self-regulatory, and task-related behaviors that connect to successful performance in education and workplace settings | Goal setting and planning, self-improvement, empathy, conflict resolution, and time management
Be dependable: not be late or absent from work in excess or without notification Refrain from the use and abuse of any substance that would impair the ability to attend work consistently and work with children in a reliable manner Have the ability to attend work consistently and work with children in a reliable manner to ensure the safety of, observation of, and assessment of all situations involving a child, groups of children, and co-workers |
In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student.
Disability Services Statement
The College has a legal obligation to provide appropriate accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Disability Services Office (Sink Building; 694-1813) and notify your course instructor of your disability as appropriate. Students should initiate this process as soon as possible (prior to the start of classes and/or field experience).