**4.3.4 Information for the public**

One area where there has been little action is on information for the public at local level with a few notable exceptions. BSDOH has information for the public on its website (http://www.bsdh.org.uk/public\_information.html) which includes a very helpful patient booklet (Manchester PCT, 2011). Further work is required to provide information to the public, health and social care professionals on pathways of care at local level. Information should be provided in places and in media that will reach the local community. (NHS West Midlands, 2008).

#### **4.3.5 Education and training**

Education of the dental team to provide mainstream care for people with learning disabilities is much needed. Greater training within the undergraduate or basic curriculum would build capacity within the breadth of services to manage the routine dental care of people with a disability with confidence, only referring on necessary patients to those with specialist or other expertise. The nature and scope of dentists training in the management of patients with learning disabilities may vary depending on when, and where, their qualified. Increasingly it should be part of the undergraduate curriculum and the curricula of other members of the dental team and postgraduate education for qualified dental professionals. As the new specialists in this field contribute to the teaching and training of undergraduates, postgraduates and the wider dental team, this will enable more care to be mainstreamed over time, in line with the strategy and policy recommendations for people with disability (Gallagher and Fiske, 2007, Department of Health, 2007). Many undergraduate programmes are exploring how they provide education and training in special care dentistry for dental students and the wider dental team such as dental nurses, therapists and hygienists.

#### **4.3.6 Finance**

It is important that the financial system for remuneration of dental care supports the provision of care for people with minor and moderate disabilities in primary dental care, recognising that they may require more time than the average patient. There is no point in building skills and expertise within the dental team if they are not used and inequalities in

Gallagher and Fiske (2007) highlighted the importance of developing networks of care to ensure that primary dental care practitioners are supported in their provision of routine care and have access to specialist support and advice as required for their patients. These networks must actively be developed to ensure that dental care for people with a disability does not just become the preserve of specialists. There is not sufficient workforce capacity for this to be undertaken. Whereas there had been substantive progress to building specialists in special care dentistry and train future consultants, and some progress towards building the skills of generalists in the care of special care patients, there has been little action on creating Dentists with a Special Interest in Special Care Dentistry (Department of Health et al., 2009); this is an important step to be considered in reshaping dental services

One area where there has been little action is on information for the public at local level with a few notable exceptions. BSDOH has information for the public on its website (http://www.bsdh.org.uk/public\_information.html) which includes a very helpful patient booklet (Manchester PCT, 2011). Further work is required to provide information to the public, health and social care professionals on pathways of care at local level. Information should be provided in places and in media that will reach the local community. (NHS West

Education of the dental team to provide mainstream care for people with learning disabilities is much needed. Greater training within the undergraduate or basic curriculum would build capacity within the breadth of services to manage the routine dental care of people with a disability with confidence, only referring on necessary patients to those with specialist or other expertise. The nature and scope of dentists training in the management of patients with learning disabilities may vary depending on when, and where, their qualified. Increasingly it should be part of the undergraduate curriculum and the curricula of other members of the dental team and postgraduate education for qualified dental professionals. As the new specialists in this field contribute to the teaching and training of undergraduates, postgraduates and the wider dental team, this will enable more care to be mainstreamed over time, in line with the strategy and policy recommendations for people with disability (Gallagher and Fiske, 2007, Department of Health, 2007). Many undergraduate programmes are exploring how they provide education and training in special care dentistry for dental students and the wider dental team such as dental nurses,

It is important that the financial system for remuneration of dental care supports the provision of care for people with minor and moderate disabilities in primary dental care, recognising that they may require more time than the average patient. There is no point in building skills and expertise within the dental team if they are not used and inequalities in

**4.3.3 Networks of care** 

into care pathways.

Midlands, 2008).

**4.3.4 Information for the public** 

**4.3.5 Education and training** 

therapists and hygienists.

**4.3.6 Finance** 

the oral health of people with learning disabilities are not actively addressed. This will most probably require the support of information systems to patient complexity and the time involved in care provision. Improving oral health treatment services may have significant financial implications, thus it is important that there is a strong emphasis on prevention throughout life, with a view to reducing the need for hospital admissions and expensive care under general anaesthetic.
