This Master’s thesis investigated the challenges and practices associated with maintaining oral hygiene for children with moderate, severe, and profound intellectual disabilities enrolled in the Special Education Programme. The study aimed to explore the experiences and challenges encountered by parents and professionals in the fields of education and dentistry when supporting these children’s oral hygiene. Based on the findings, recommendations were developed to improve current practices in oral hygiene care.
The theoretical section presents the definition of intellectual disability, the Special Education Programme, the importance of oral hygiene, dental education and prevention, the role of the paediatric dentist, and the sensory characteristics that influence oral hygiene practices among the study population. A qualitative research approach was employed. Data were collected through semi-structured interviews with four parents and seven professionals, including four from the field of education and three from the field of dentistry. The interview data were coded and analysed using qualitative content analysis, through which five main thematic categories were identified.
The analysis of the interview data revealed that the main challenges in maintaining oral hygiene for children with moderate, severe, and profound intellectual disabilities include motor limitations, sensory hypersensitivities, behavioural responses, cognitive impairments, and specific health conditions. To support effective oral hygiene practices, professionals employ individualised approaches that incorporate visual supports, step-by-step instruction, and physical assistance. The findings also highlighted the importance of establishing consistent routines, fostering close collaboration among families, educational institutions, and healthcare professionals, and providing additional professional training, improving access to adapted oral hygiene aids, and strengthening interdisciplinary collaboration. Oral hygiene emerged as a key component of overall health, with a significant impact on the well-being and quality of life of children with moderate, severe, and profound intellectual disabilities.
This Master’s thesis sought to raise awareness of the importance of oral hygiene for individuals with intellectual disabilities and to promote closer collaboration between the education and healthcare systems. The findings demonstrated that the effective maintenance of oral hygiene for children with moderate, severe, and profound intellectual disabilities depends on individually tailored support based on close collaboration among families, educational institutions, and dental professionals.
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