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

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

3. University of Connecticut | School of Law www.law.uconn.edu 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.

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

5. University of Connecticut | School of Law www.law.uconn.edu Outside the Classroom… How to determine accommodations Institutional responsibilities Student responsibilities

6. University of Connecticut | School of Law www.law.uconn.edu Accommodation Questions Interpreters? Technology Accommodations? Travel?

7. University of Connecticut | School of Law www.law.uconn.edu 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

8. University of Connecticut | School of Law www.law.uconn.edu * 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

9. University of Connecticut | School of Law www.law.uconn.edu Preparation Student Advisor and Supervisor Placement Site

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

11. University of Connecticut | School of Law www.law.uconn.edu Cases

12. University of Connecticut | School of Law www.law.uconn.edu The Importance of Technical Standards for placements, internships, etc.

13. University of Connecticut | School of Law www.law.uconn.edu Social Work Student example Interpreters – For meetings and client work Note takers/Transcription

14. University of Connecticut | School of Law www.law.uconn.edu Law Student example Clinic work International Internship Client disclosure?

15. University of Connecticut | School of Law www.law.uconn.edu Questions, examples, other experiences.