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Volume2 Issue1
I
ssues and
P
eople
Researchhas shown the impact of social stratificationprevalent among this
marginalizedcommunity. Consequencesof this inequalitycanbe tempered
by the social climateandcultureand shapedby thosewho leadand teach.
Our professioncanhavean impact—and it shouldbewitheducation. I
believeour current leadersneed tomakeaboldparadigm shift ineducational
requirements and standards inorder for this tochange inour current curricula.
Most special needspatients receive treatment throughgovernment-sponsored
programs,meaning that their dentistsonly receiveonaveragebetween40%
and50%of their customary fees. And sincemanypractitioners runanoverhead
of 60% to70%, theyare in fact providing this care for free. So inanswer to
Ms. Rush’s request thatCDApetitiondentists to treat individuals for freeor
at a lower cost: this is alreadyoccurring. Theproblem is that hospitals anda
limitednumber of practitioners arebearing this financial burden. By improving
educationand increasing thenumber of clinicianswhoareable to treat this
population, thework canbe spreadamongmany, leavingonly themost
difficult tobe takencareofwithin thehospital or specialist community.
AdvocatingasMs. Rush suggests for a taxdeduction is anovel approach.
Anotherwouldbe toadvocate for a federal program to support residencies
specifically related to trainingnewdentists in special needsdentistry. Perhaps,
as in Ireland, Britain, JapanandArgentina, this could result in special carebeing
designateda specialty—thereby increasing its credibilityamong theprofession
andprovidingan increase inexpertiseandmaybeamotivation to treat this
population.
Rather thancontinuing to react to thepast anddoyet another study to show
the inadequacyof care, itmight be time toengage inconversations that focus
ongeneratingaculturewhereall canobtaincare ina timelyand safe fashion.
I believewearecalled toa leadershipandavision that embraces access to
care that focusesonacombinationof education, funding, privateandpublic
resources andadvocating for changes inall thesearenas.
a
References
1.KoneruA,SigalMJ.Accesstodentalcare forpersonswithdevelopmentaldisabilities inOntario.
2.AssociationofCanadianFacultiesofDentistry.ACFDEducationalFramework fortheDevelopmentofCompetencies inDentalPrograms
[access2014March12].Available:
.
3.ShermanCM,AndersonRD.Specialneedseducation inCanadiandentalschoolcurriculum: isthereenough?
.
TheviewsexpressedarethoseoftheauthoranddonotnecessarilyreflecttheopinionsorofficialpoliciesoftheCanadianDentalAssociation.
AToolKit forDentists
Dr. Friedmandiscusses theeffective
deliveryoforalhygiene instructions to
childrenwithautism.
KarenRaposaandDr. StevenPerlman
areco-editorsof
TreatingtheDental
PatientwithaDevelopmentalDisorder
.
Ms. Raposa ison theCEprogramat the
CDA/NLDAConvention inAugust2015.
TheCDAPositiononProvincial Funding
ofHospital-BasedDental Servicesand
Post-GraduateDental Educationexplains
thecritical importanceofmaintaining
hospital-baseddental services for those
withdevelopmentaldisabilities.
TheNational InstituteofDental and
CraniofacialResearch (US)offers tools
onpracticaloral care forpeoplewith
developmentaldisabilities forhealth
professionalsandcaregivers.
—What areyour experienceswith treatingpatientswithdevelopmental disabilities?
— Doyou treat adultpatientswithdevelopmental disabilities?
— Doyou feel appropriately trained in thisarea?
—What avenues shouldbeexplored toofferbetteroral care to thesepatients?
Wealsowelcomeanyquestionsyouhaveon this topic.
Contactusat
orcall 1-855-716-2747.
We want to hear
and learn from you
.
