Admissions Application

Colorado Academy Veterinary Technology ("CAVT") provides students with the skills and training they need to successfully enter the workforce upon graduation. The program prepares students for licensure as a Veterinary Technician, which requires diverse, complex, and specific experiences to acquire the skills needed to become a Vet Tech. Essential abilities and characteristics required to safely and successfully engage in these experiences include the minimum mental, emotional, sensory, motor, interpersonal, communication, and critical-thinking competencies set forth below ("Technical Standards"). Students enrolling in the Vet Tech program must be able to satisfy these Technical Standards at the time they enroll and maintain the Technical Standards throughout the program, with or without reasonable accommodation. If CAVT determines that a student is unable to satisfy these Technical Standards, they wil be removed from the program. A prospective student with a disability who believes that they will require an accommodation to satisfy the Technical Standards should initiate discussions with the admissions office. If a prospective student does not initiate a conversation, identify a disability, and request an accommodation, none will be provided.

MOTOR SKILLS

• GENERAL: Students must have sufficient motor functions such that they are able to execute movements required to perform physical tasks as assigned working with both small and large animals.
• SPECIFIC: A student must possess the motor skills necessary for assessment and diagnostic procedures such as examination of animals, treatment of animals, providing animals with shots, examining tissue and bodily fluids both with the naked eye and under microscopic conditions, as well as other diagnostic procedures. Such actions require coordination of both gross and fine muscular movements, and equilibrium and functional uses of the senses of touch, vision, and hearing.

SENSORY/OBSERVATION

• GENERAL: Students must be able to acquire information presented through demonstration and experience.
• SPECIFIC: A student must be able to read and execute the techniques described in the learning resources provided.

COMMUNICATION

• GENERAL: Students must have the ability to communicate effectively with other students, faculty, staff, and patients owners.
• SPECIFIC: A student must be able to read, write, speak, and understand the English language. The student must able to communicate verbally in English in classroom presentations and exercises, examinations, simulation, surgical procedures, and in speaking with patients’ owners. Students must be able to process and communicate information with accuracy in a timely manner to their instructors and fellow students. Appropriate communication may also rely on a student’s ability to make a correct judgment seeking supervision and consultation in a timely manner.

COGNITIVE

• GENERAL: Students must be able to measure, calculate, reason, prioritize, analyze, integrate, and synthesize information and to act with integrity and judgment (ability to manage impulsivity). Students also must have the ability to sustain attention and memory to maintain safety and quality.
• SPECIFIC: A student must be able to read and comprehend extensive written materials. A student must also be able to evaluate and apply information and engage in critical thinking in the classroom.

BEHAVIORAL/EMOTIONAL

• GENERAL: Students must possess the emotional health required for the utilization of their intellectual abilities, the exercise of good judgment, and the prompt completion of all responsibilities.
• SPECIFIC: Students must be able to maintain mature, sensitive, and effective relationships with fellow students, faculty and staff under all circumstances, including in highly stressful situations. They must have the emotional stability to function effectively under stress and to adapt to an environment that may change rapidly without warning or in unpredictable ways. They must know how their own values, attitudes, beliefs, emotions, and experiences affect their perceptions and relationships with others. Students must be able and willing to examine their behavior when it interferes with productive individual or team relationships. Students must possess skills and experience necessary for effective and harmonious relationships in diverse academic and work environments.