Schedule

All roundtables are one-hour, live (virtual) sessions with experts from a variety of disciplines and backgrounds. Attendees can register for individual sessions or the whole series. Continuing education units are available. Roundtables follow this format:

12:00 - 12:20Case-based Presentation/Sharing of "Lived Experience"12:20 - 12:40Didactic Exploration of Core Competency12:40 - 1:00Small Group Discussion/Question & Answer

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After completing this training, attendees will:

• Recognize and describe the health disparities that exist for disadvantaged groups, including people with disabilities.
• Tell how Americans with disabilities experience barriers to routine clinical and preventive services and public health and wellness initiatives.
• Summarize how inadequate knowledge and limited skills in diagnosing, treating, and providing care to people with disabilities play a role in perpetuating health care inequalities for this population.
• Identify how the Core Competencies define standards for disability training to improve health care for people with disabilities.
• List some of the ways health care professionals may underestimate the capabilities, health, and quality of life experienced by people with disabilities.
• Analyze how values held by healthcare providers impact high quality healthcare for people with disabilities.

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After completing this training, attendees will:

• Acquire a conceptual framework of disability in the context of human diversity, the lifespan, wellness, injury, and social and cultural environments.
• Compare and contrast disability and disease using the Medical, Social, and World Health Organization International Classification of Functioning models and recognize their application to health care of people with disabilities.
• Describe the civil rights and independent living history of people with disabilities and their access to services. Understand how such history has both informed current thinking and improved access to care and equal rights for people with disabilities.
• Connect how social determinants of health directly impact people with disabilities (e.g., discrimination, employment, education, transportation, housing, poverty, access to healthcare).

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After completing this training, attendees will:

• Summarize the historical health care experiences of many people with disabilities, including encounters with untrained providers, poor treatment, and denial of care.
• Explore and mitigate their own implicit biases and avoid making assumptions about a person's abilities or lack of abilities and lifestyle.
• Identify and utilize strategies to best meet the needs/abilities of the patient, including: communication needs, level of health literacy, supported decision making.
• Discuss issues of trust, confidence, and confidentiality with patients who receive support during health care encounters.
• Recognize how people with disabilities may consider their devices and equipment an extension of their person and describe implications for practice (e.g., wheelchair, assistive communication device, crutches, service animal, etc.).

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After completing this training, attendees will:

• Identify legal requirements for providing health care in a manner that is, at minimum, consistent with federal laws such as the Americans with Disabilities Act (ADA), Rehabilitation Act, and Social Security Act to meet the individual needs of people with disabilities, including the areas of physical access, communication, and accommodations.
• Discuss strategies for meeting access requirements (e.g., needed accommodations) of the ADA, Rehabilitation Act, and related laws and policies.
• Apply the medical code of ethics to patients with disabilities, considering issues related to communication, decision-making, confidentiality, and care.
• Recognize issues related to legal guardianship (e.g., consent to treatment, HIPAA, privacy) in the health care system.
• Assess their own ability and the ability of others in their practice (including support staff) to provide services that meet the needs of the patient with a disability (e.g., knowing how to appropriately transfer a patient with a mobility limitation to an exam table).
• Determine their own need for further training and/or skill development in caring for patients with disabilities and take action to address those needs based on current best practices.

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After completing this training, attendees will:

• Recognize how the input of professionals from multiple disciplines is often required to address the complex health needs of patients with disabilities in various health and community support systems.
• Describe various models of team approaches when supporting people with disabilities in health care systems (e.g., interdisciplinary, multidisciplinary, inter-professional).
• Explain the discipline-specific responsibilities of team members in addressing health needs of patients with disabilities and in partnering with the patient as a central member of the team.
• Discuss challenges in creating a person-centered or family-centered system of care and strategies to build an effective healthcare team.
• Demonstrate skills in teamwork including flexibility, adaptability, open communication, assertiveness, conflict management, referral, use of evidence-based practice to support decision-making and mutual goal setting with patients with disabilities and other team members.

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After completing this training, attendees will:

• List coding/billing mechanisms to improve care coordination and team-based care.
• Discuss strategies to improve referral and follow up.
• Identify ways to keep patients (and families/guardians as appropriate) informed and aware of referrals, health care records, electronic communication, etc.
• Describe systems of community-based services and supports that may be useful for patients with disabilities outside of the clinical care system. Be prepared to consider cultural factors and interact with these systems and make relevant referrals to ensure comprehensive care coordination, particularly during times of transition.

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After completing this training, attendees will:

• Recognize that the patient with disabilities should be the primary source of information regarding their care, but the caregiver(s) can be helpful to inform or enhance assessments and interventions
• Construct a framework for evaluating patients who cannot give a complete history
• Summarize key clinical features of common syndromes
• Recognize and defend against "diagnostic overshadowing

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After completing this training, attendees will:

• Describe how intervening early can change a child's developmental trajectory.
• Discuss how intervening early can improve outcomes for children, families, and communities.
• Identify barriers families experience in referral and follow up.
• Demonstrate knowledge of validated screening tools and timelines for screening.
• Describe the importance of parent-completed tools.
• Compare and contrast available screening tools and the limitations and strengths of these tools.
• Summarize providers federal obligations related to Early Intervention under the Individual with Disabilities Act, Part C (IDEA, Part C).
• Demonstrate knowledge of how to make a referral to Ohio Early Intervention.
• Identify ways to improve the likelihood of follow up.

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After completing this training, attendees will:

• Describe how successful transitions improve adult outcomes and reduce health care utilization and cost.
• Discuss the core elements of health care transition, and patient/family experiences across the lifespan.
• Summarize areas of assessment and planning in health care transition, including: health care access; patient independence with self-care; access to community supports.
• Identify ways to engage the patient, family, and medical home in health care transitions.
• Demonstrate understanding that disability should not limit self-determination in health care decisions (including end-of-life care) for people with disabilities, regardless of disability type and severity. Assess ability to present the same treatment options that would be presented to similar-aged peers without disabilities.

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