Technical Standards for MS in SLP Degree Program

Technical standards (also referred to as essential functions) encompass the cognitive, physical, professional, and behavioral attributes necessary to meet graduation requirements, demonstrate ASHA knowledge and skill standards, and uphold the ASHA code of ethics.

Observation

Observation requires the functional use of vision, hearing, and somatic sensations. Students must be able to participate in lectures and laboratory demonstrations and accurately observe patients to evaluate hearing and speech mechanisms. This includes the ability to access sensory information to examine anatomical structures, interpret diagnostic imaging, and differentiate between typical and disordered oral, written, and visual communication. Students must be able to accurately observe patients or clients—either in-person or through video/audio recordings—by recognizing verbal and non-verbal aspects of communication.

Communication

Students must demonstrate oral, written, auditory, and paralinguistic communication skills sufficient to meet academic and clinical competencies. They must be able to adapt their communication style to effectively interact with colleagues, clients, patients, caregivers, and others across diverse backgrounds and settings, including in-person, telephone, telehealth, and written formats.

Sensory and Motor Function

Students must perform essential clinical tasks that require manual dexterity and motor planning. These include navigating the outer ear and speech mechanism (e.g., for otoscopy, tympanometry, oral mechanism exams, and swallowing protocols), operating equipment and materials for screening, evaluation, and treatment, and meeting the physical demands of practice across clinical settings. Students must also respond appropriately in emergencies (e.g., fire, choking, or other medical emergencies) and apply universal precautions. Sensory abilities must be sufficient to differentiate functional and disordered auditory, oral, written, and visual communication; accurately interpret anatomical structures and diagnostic images; and correctly discriminate and analyze data such as text, numbers, tables, and graphs generated from diagnostic instruments and tests.

Intellectual/Cognitive Abilities

Speech-language pathologists must engage in critical thinking, reasoning, and comprehension in all aspects of clinical practice. Students must be able to acquire, retain, analyze, synthesize, and apply auditory, written, and oral information at a level sufficient to meet academic requirements and clinical competencies. This includes using critical thinking and ethical reasoning to formulate differential diagnoses and to design, implement, and revise evaluation and treatment plans based on individual client/patient’s needs. Students must engage in ongoing self-reflection, evaluate their own knowledge and skills, and apply evidence-based practices in alignment with current best standards of care.

Behavioral and Social Attributes

Students must interact professionally and ethically with individuals from diverse backgrounds in a manner that is safe, respectful, and supportive. They must be able to manage physically and mentally demanding workloads, function effectively under stress, display flexibility, and adapt to changing environments and clinical demands. Professionalism includes punctuality, dependability, accountability including assuming responsibility for mistakes, dress appropriate for the situation, appropriate personal hygiene, and consistent adherence to the Standards of Professional Practice. Students must also demonstrate compassion, respect, and concern for others in all academic and clinical interactions, uphold the ASHA code of ethics and information management and privacy policies, and take personal responsibility for maintaining physical and mental health at a level that ensures safe, respectful, and effective participation in all aspects of the program.

Person- and Family-Centered Care

Speech-language pathologists have an obligation to practice in a manner responsive to individuals from different cultures, linguistic communities, social identities, beliefs, values, and worldviews. This includes people representing a variety of abilities, ages, cultures, dialects, disabilities, ethnicities, genders, gender identities or expressions, genetic information, languages, national/regional origins, races, religions, sexes, sexual orientations, socioeconomic statuses, veteran status, and lived experiences. Students must be willing to engage in ongoing learning about values, attitudes, beliefs, circumstances, experiences and mores that differ and recognize how these factors impact healthcare and education. They are expected to apply individually responsive, evidence-based decision-making in clinical practice.

Reasonable Accommodation

In accordance with the Americans with Disabilities Act, Section 504 of the Rehabilitation Act and University policy, the University provides reasonable accommodations and prohibits discrimination on the basis of disability in its educational programs and activities, including admissions. Students in the MS-SLP program must be capable of meeting the program’s technical standards across academic and clinical components. These technical standards are essential for full participation in the curriculum, and students are expected to meet the technical standards, with or without reasonable accommodations, to achieve proficiency in all curricular areas.

Applicants and students should review the technical standards for the program carefully. A student who has a disability may request reasonable accommodations through Boston University Disability and Access Services. A reasonable accommodation will enable a student with a disability to meet these technical standards and will not fundamentally alter the academic and clinical requirements of the MS-SLP program.