Technical standards outline the skills and expectations required for students to successfully enter, progress through, and complete the program. They ensure clarity and consistency for students, faculty, staff, administration, and disability services. These standards apply equally to all students.
If you require accommodations to fully participate in the program, please contact the Office of Disability Services to confidentially discuss your needs. Technical standards can be met with or without accommodations, and the examples provided are not all encompassing.
Technical Standard, Definition and Examples
Skills that demonstrate the use of judgement and problem-solving needed to prioritize responses and interventions that maintain safety and provide care for patients. Abilities are sufficient for the classroom, lab, or work in industry situations
Examples:
- Interpret scan tool/test results as being within a normal or abnormal parameter.
- Evaluate customer concerns for validity.
- Apply technical knowledge of vehicle operation to the current situation or problem.
Maintenance of physical abilities sufficient to move from room to room and maneuver in small spaces. All positions listed above will be encountered in the class, lab, or a work-based learning setting on a consistent basis.
Examples:
- Navigate around objects or obstacles on the floor or overhead.
- Reach/bend over fenders for an extended period of time.
- Be able to move about the shop floor under a variety of floor conditions.
- Be able to work in confining or tight spaces.
- Operate hand and/or power tools continually.
Sense of touch sufficient to perform a physical examination and to detect movement. Tactile skills adequate for work in a class, lab, or industry environment.
Examples:
- Be able to determine hot or cold temperatures.
- Inspect components for wear or failure by touch.
- Differentiate automotive fluids based on touch/viscosity.
Sufficient physical ability and stamina to attend classes and provide care to patients. Must possess the ability to lift, stand, squat, stretch, and crawl or contort to any position as required by the repair situation.
Examples:
- Lift a minimum of 50 pounds to chest level from the floor level.
- Be able to work up to 90 minutes without sitting.
Hearing sufficient to monitor and assess health needs. Auditory abilities are sufficient to work safely in an industry environment, class, or lab.
Example:
- Detect sounds such as squeaks or rattles.
- Detect sounds being emitted from the brake system, suspension system, and/or drive train.
- Be able to hear verbal instructions because the line of sight is not always possible.
Vision sufficient for observation and assessment necessary to provide care. Visual skills are adequate to safely work in an industry environment, class, or lab.
Examples:
- Interpret information from diagrams, scan tools, and test equipment.
- Be able to see in low or poor lighting conditions present under a hood or underneath a vehicle.
- Have the ability to perceive different depths and dimensions.
Abilities are sufficient for writing, reading, and comprehending directions or instructions in the class, lab, or industry setting
Examples:
- Read a service manual and comprehend the information.
- Write a failure and correction report.
- Comprehend/follow written and verbal instructions.
Ability to work well with others using active listening and cooperation. Abilities are sufficient to interact with individuals and groups from a variety of social, emotional, cultural, and intellectual backgrounds.
Examples:
- Be able to work alone or in a group and stay focused on the current task.
- Demonstrate time management skills.
- Communicate information with accuracy and respect.
Olfaction sufficient to detect odors and tolerate various odors. Must be able to function safely under varying environmental factors.
Examples:
- Be able to work in hot or cold conditions.
- Maintain focus and productivity in a noisy shop or workplace.
- Work inside and outside under variable conditions.
Ability to adapt to changing environment and work-related challenges while maintaining composure in stressful situations. Consistently demonstrate professional behaviors in attitude, communication, and work ethic while adhering to professional boundaries. Emotional/behavioral skills are adequate to maintain composure in a stressful environment.
Examples:
- Demonstrate flexibility to calmly change course in the middle of a repair.
- Follow the directions of an instructor, supervisor, or lead technician.
- Demonstrate professionalism, integrity, and honesty.
- Perform a proper repair regardless of difficulty.
- Cope with stress and other factors that would interfere with the repair.
We are committed to ensuring all students have the support they need to succeed in this program. If you have a documented disability, reasonable accommodations will be provided unless they fundamentally alter essential training requirements, create undue hardship, or pose a safety risk to you or others.
Disability Services Statement
If you have a documented disability and need accommodations, please contact the Disability Services Office (Ward Hall Building; 252-638-1454) as soon as possible—ideally before classes or field experiences begin. You are also encouraged to inform your instructor as needed so we can best support your learning.