Special needs dentistry training and education for preparedness in the oral health therapy curriculum

Background Individuals with disability experience disproportionately poorer oral health outcomes and face significant barriers in accessing dental care. Despite increasing recognition of Special Needs Dentistry (SND) as a priority area, gaps remain in the education and preparedness of the oral health workforce, particularly oral health therapists (OHTs). This article addressed the need for structured, evidence-informed curriculum models to support the integration of SND into oral health education. Aim Guide the integration of a consensus-based SND curriculum framework into oral health therapy programs. Methods A multi-phase research approach was undertaken, including a scoping review, curriculum mapping and content analysis of oral health programs, workforce and student perception surveys, and a Delphi study with expert stakeholders. Findings across phases were synthesised to inform the development of the curriculum framework. Results Consistent gaps were identified across all phases, including variability in SND curriculum content, limited clinical exposure, and low levels of perceived preparedness among students and practitioners. Strong interest in further SND training was observed. The resulting framework comprises ten competency domains encompassing communication, behavioural management, clinical care, interprofessional collaboration, and ethical practice. Learning outcomes are structured across undergraduate and postgraduate levels and aligned with established educational principles, including scaffolded learning and competency-based progression. Suggested learning activities and assessment tasks are provided to support implementation. Conclusion The proposed SND curriculum framework offers a practical and adaptable model for integrating disability-inclusive education into oral health programs. By supporting the development of knowledge, clinical competence, and professional confidence, the framework has the potential to strengthen workforce capability, reduce reliance on specialist services, and improve access to equitable oral healthcare for people with disability. Further research is required to evaluate its implementation and impact in educational settings.