Volume 67 - Fall 1997	Download

Essential 17 and "essential functions" by Lucille Contois, MA, MT(ASCP) CLSPRC Chariman

A few years ago NAACLS published an article explaining the meaning and intent of the technical standards" requirements stated in the 1986 Essentials for CLS/MT, CLT/MLT and HT/HTL. The term "technical standards" has been replaced by the term "essential functions" in the 1995 Essentials. The 1995 Essentials that address "essential functions" of the program are 13K, 15 and 17. This article will focus on 17.

There shall be a procedure for determining that the applicant's or student's health will permit them to meeting the written essential functions of the program.

First, let us understand the meaning of essential functions.

Basically, essential functions represent the non-academic demands of the program. Generally, these are described as the physical and behavioral standards that the student must be able to master in order to complete the program. A program's list of essential functions would include verbs and phrases such as: discriminate colors, patterns, and structural detail of microscopic specimens; bend, reach, sit and move freely about the laboratory; use a keyboard; maneuver, manipulate, adjust and control lab equipment, instruments and supplies; instruct patients; prepare reports; be flexible, creative and adaptable to change and so forth.

Three articles which further clarify the meaning, background and intent of the 1995 Essentials that refer to "essential functions" and "technical standards. " The reference articles are:

1. NAACLS Interprets Written Technical Standards, Norton German, MD, NAACLS News,
   Vol. 50, Fall 1991.
   
2. Clarification of Essentials Regarding Technical Standards, Lucille Contois, MA, MT(ASCP),
   NAACLS News, Vol. 54, Spring 1993.
   
3. Essential Requirements for Clinical Lab Science by Fritsma, Fiorella, Murphy. Clinical Laboratory Science, Vol. 9, No. 1, Jan/Feb 1996.
   

With this background information, it is clear that the essential functions must be written and published for all applicants to read, view or otherwise observe. The applicant/student needs to be adequately informed of all demands and expectations of a program so that he/she can determine his/her ability to meet these expectations. At this point it becomes necessary to implement a procedure whereby the program has sufficient documentation to answer the following two questions:

1. Have I, as the program official, been assured that the applicant understands the essential functions of the program?
   
2. Has the applicant attested that he/she can meet these functions?
   

These questions address the procedure part of Essential 17. The student or applicant needs to affirm in writing his/her ability to meet each essential function. This may take the form of a signed statement provided at the bottom of the list of essential functions, or a separate document to sign after observing or viewing these essential functions. Tests or medical examinations may also be required, but only if required of all applicants. Now, once admitted, if it appears that the student cannot meet or is having trouble meeting the essential functions of the program, then it may be necessary to withdraw the student from the program or require a written request from the student for a reasonable accommodation. The program needs assurance that the student is fully aware of all program requirements and whether or not reasonable accommodation is requested.

When students are fully informed and the program is adequately assured of the students' understanding and ability, then there is no longer fear that the program's standards may be compromised, but rather confidence that all standards can and will be upheld for all students.

Ms. Contois is the outgoing Chair and incoming Vice Chair of the CLSPRC

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