Provider Education

Etiquette Tips for Interacting with People with Disabilities

  • Allergies  PDF (146KB), Word (88KB)
  • Cognitive  PDF (83KB), Word (61KB)
  • General PDF (749KB), Word (729KB)
  • Hearing  PDF (102KB), Word (64K)
  • Physical  PDF (98KB), Word (64KB)
  • Speech  PDF (97KB), Word (62 KB)
  • Visual  PDF (117KB), Word (74KB)

End-Stage Renal Disease (ESRD) or a Disability? Resources are designed for trainers and other information givers who already have a basic knowledge of Medicare.

Language Tips – Preferred Terms regarding People with Disabilities. © Excerpted with permission from “Language is More Than a Trivial Concern,” Edition 10, By June Isaacson Kailes, 2010, KAILES-Publications,

Language is More Than a Trivial Concern (27 pages)   pdf    Word (1.1 MB)

Sensitizes people to appropriate terminology to use when speaking with, writing about or referring to people with disabilities. Challenges readers to be aware of the importance of using disability-neutral terms. Details preferred language and gives reasons for the disability community’s preferences. Serves as an excellent reference tool for the public, media, marketers, providers and for board members, staff and volunteers of disability-related organizations. Includes a language quiz and many examples.

Tips for Interacting with People with Disabilities (26 pages) pdf   Word

A more complete version of “Etiquette Tips for Interacting with People with Disabilities.”  Includes a quiz to check your awareness of preferred practices as you meet people who have disabilities, and sections on: who are people with disabilities and other activity limitations, there are no “the disabled” and there is no “one size fits all,” and defining disability broadly.

Questions to Ask for Identifying Communication and Accommodation Needs   pdf    Word

Competency Planning Checklists for Providing Health Care for People with Disabilities: (2016)   pdf   Word

The purpose of these gap analysis checklists is to assist health care professionals in evaluating their attitudes toward participants with disabilities, their current capacity to provide physical, communication, medical equipment, services and program access, as well as care coordination for participants with disabilities. Health care providers can use these checklists as an actionable practice competency assessment. These tools should assist providers in complying with Centers for Medicare and Medicaid Services (CMS) expectations for services for Medicaid and Medicare populations with disabilities.

Health Plan professionals can use these checklists to check if their policies and procedures, as well as the training they offer is inclusive of these access elements. These questions are not meant to be graded, but rather to be used as a planning tools to help identify opportunities for improvements, set priorities, and to track improvements over time.

What is the difference between a person who is “deaf,” “Deaf,” or “hard of hearing”? (last accessed 9.9.10), National Association of the Deaf. This article discusses the diversity of the deaf and hard of hearing community, including: variations in the cause and degree of hearing loss, age of onset, educational background, communication methods, how individuals feel about their hearing loss, and connection to the larger society.

Information Brief:Health Care: Guardianships, Conservatorships, and Alternatives (2010). John Shea, Ph.D.
Preservice Health Training (PHT) Modules  Human Development Institute, University of Kentucky

The web-based Preservice Health Training (PHT) Modules were designed to improve students’ and practicing clinicians’ comfort level and knowledge related to working with patients who have developmental disabilities. A total of seven modules have been developed in the series, including two medical modules, two nurse practitioner/physician assistant modules, two dental modules, and one interdisciplinary women’s health module. The modules were produced in response to the continuing disparity in access to quality healthcare experienced by this patient population. As students work through each case, they make decisions about how to conduct the examination, as well as answer specific questions related to developing a treatment plan.

Reproductive Health Care for Women with Disabilities  American Congress of Obstetricians and Gynecologists, Washington, DC

This Internet-based recorded slide program assists women’s health care clinicians with office skills to assist with their care of women with physical, developmental or sensory disabilities and includes specific information for reproductive health care.

The updated program includes specific information about accommodating patients with physical, sensory, and intellectual and developmental disabilities; disability culture; ADA requirements and incentives; disability facts; and access and office solutions. The programs also provides a clinical overview of a wide variety of issues related to the care of women with disabilities such as the GYN exam, aging and osteoporosis, contraception, pregnancy and parenting, and menopause. It also provides extensive resources on topics including Federal and national resources, sexuality, women’s health examination, breast health, contraception, advocacy and etiquette, and ADA and barrier removal.

Training Curriculum for Medical Professionals on Improving the Quality of Care for People with Disabilities (2005). World Institute on Disability.

Curriculum and video offers health care providers an introduction to issues affecting the quality of care for patients with mobility, vision, hearing and communication disabilities. It does not address people with cognitive or intellectual disabilities. Curriculum materials offer a case-based training exercises to put knowledge into practice.

Approaches to Training Healthcare Providers on Working with Patients with Disabilities
Last accessed 11.4.12

Webinar co-sponsored by AUCD’s Health and Disability Special Interest Group (SIG) and the Alliance for Disability in Health Care Education. 10/12

    • Describes approaches to “making the case” for training providers
    • Discusses methods of designing training programs for providers
    • Discusses steps for implementing provider trainings at various institutions (medical schools, medical societies, etc.)
    • Describes elements of successful training programs

Susan M. Havercamp, PhD, The Ohio State University Nisonger Center, UCEDD
Kenneth Robey, PhD, Matheny Institute for Research in Developmental Disabilities, Alliance for Disability in Health Care Education, Inc., UMDNJ-New Jersey Medical School
Suzanne C. Smeltzer, RN, EdD, FAAN, Center for Nursing Research, Villanova University College of Nursing

“A Training Program for Medical Professionals about Improving the Quality of Care for People with Disability and Chronic Illness” (Resource Paper) – Developed by the World Institute on Disability & Center for Health Care Strategies, Kaiser Permanente Foundation, & California Healthcare Foundation, March, 2005, 20 p.

Manual accompanying a training program for medical professionals, including training goals, suggestions for trainers about disability issues, a workshop facilitator’s guide with training format options, and a 22 minute video “Access to Medical Care: Adults with Physical Disabilities.” The training program uses the video to prompt discussion, engage in case studies, facilitate small group exercises, explain on-line resources, and an evaluation of the training by those who take it. Formats are designed for one, two or three hour workshops. Excellent outline for a brief exposure to disability issues in health care.

The Barrier Free Healthcare Initiative (TBFHI) is spearheaded by advocates, non-profit organizations, legal service providers, and lawyers whose goal is to eliminate the physical and programmatic barriers that people with disabilities face in obtaining healthcare. BFHI aims to develop and support legal advocacy and policy initiatives designed to eliminate these barriers in hospitals and other settings where medical care is provided. Last accessed 12.28.12