Providing Health Care for People with Disabilities: Competency Planning Checklists
Attitudes
| # | Attitudes | Yes | No | Unsure | Comments and follow up | ||||
|---|---|---|---|---|---|---|---|---|---|
| A. | We identify our biases regarding participants with disabilities so that we can prevent them from leaking out by: | ||||||||
| A1. |
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| A2. |
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| B. | We are aware that our attitudes toward participants with disabilities can: | ||||||||
| B.1. |
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| B.2. |
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| B.3. |
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| B.4. |
We use disability respectful and neutral language to avoid terms and words that may be offensive or outdated. For example:
Person with multiple sclerosis vs. MS victim |
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| B.5. | We ask participants if they need help before assuming they do. For example, “Is there anything I can do to assist you to get onto this exam table” or “what works best for you?” | ||||||||
| B.6. | We know that integrating the practice of asking, listening, learning, respecting, and incorporating the information learned from participants with disabilities is a critical health care competency. | ||||||||
| B.7. | We do not equate an individual’s disability with their quality of life. | ||||||||
| B.8. | We involve participants with disabilities as partners in their health care. | ||||||||
| B.9. | We know that health, wellness, and disability can coexist and are as important to participants with disabilities and to those without disabilities. (See Section S) | ||||||||
| B.10. | We include training on attitudes in periodic and new staff training. (See Section H) | ||||||||
Quality of Life: An individual's emotional, social and physical wellbeing, including their ability to function in the ordinary tasks of livingi
i Wikipedia, Quality of Life (Healthcare)
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