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ABSTRACTPeople with special needs are assuming a more prominent place in our society. The number of people living in communities with medical, physical, and psychological conditions is increasing dramatically. In spite of the advances that people with special needs have made in recognition of their right to live in society and access services open to other people, their oral health is still significantly poorer than that of other groups.There are a number of modalities that can complement or replace pharmacological interventions and allow individuals to have dental treatment in a dental office or clinic. These include behavioral or psychological interventions and social support and prevention strategies. Social supports include care management and integration of oral health services with general health and social service systems.Preventive programs using modern "medical model" oral health prevention strategies also have the potential to reduce the burden of disease among people with special needs and therefore reduce the need for dental procedures. A social support system using community‐based Dental Hygienists acting as Dental Coordinators, is described along with outcomes demonstrating improved oral health for people with special needs living in community residential care facilities. Combined social support systems and community prevention strategies have the potential to reduce the need for pharmacological interventions in order to maintain oral health in populations of people with special needs. Social supports and modern preventive strategies must be included in the range of options available in communities in order to improve and maintain oral health for people with special needs.

ABSTRACTPeople with disabilities have more dental disease, more missing teeth, and more difficulty receiving dental care than other members of the general population. Because of the deinstitutionalization movement during the later 20th century, many formerly institutionalized people now reside in community settings, which lack oral health services. Even individuals who were not institutionalized have barriers to oral health services. These realities underscore the importance of preventing dental disease in people with special needs by establishing preventive dental disease protocols.

The long‐standing problem of access to dental care for persons with developmental disabilities in rural Northern California has been addressed in several communities by a unique community‐based program. The goal was to create a coalition to coordinate dental school resources with those of a consortium of agencies to address problems in the local communities. This program established a community‐based model demonstrating the provision of quality preventive and therapeutic dental services to these individuals.Through this program, dental care delivery systems were formed in three rural communities involving local community dentists and agency personnel. The role of the dental school was: (1) to establish and then work with a consortium of hospitals, agencies, dentists, and other dental personnel; (2) to train local dental personnel; (3) to establish and equip hospital dental facilities; (4) to conduct dental screening and triage clinics; (5) to consult with local agencies and dentists; (6) to act as a referral center for patients with complex medical situations; and (7) to develop and disseminate preventive dentistry training materials.

People with disabilities develop more dental disease than the average population and have a harder time accessing and using resources for dental treatment. It is therefore critical to prevent dental problems in this population. This article discusses the development and use of a preventive dentistry training program consisting of a videotape, workbook, instructions for trainers, and pre‐ and post‐tests. The training program was designed to facilitate integration of dental and behavioral information into daily routines.Participants were able to demonstrate that they could learn the information in the training materials using the methodology that was employed. Further work remains to be done to revise and disseminate the materials and to demonstrate that the knowledge that the participants gained can be effectively applied in community care settings.

The purpose of this game is to help students understand the impact of various strategies of government intervention on the dynamic free-market processes stimulating economic development. The game simulates three developing economies. Within the economies, each of the students represents an independent economic entity, able to contribute labor, consume goods, and acquire wealth. In one economy, students are free to act independently, or to collaborate, to invest or save money, to innovate or produce conventional products. In the other two, their activities are constrained by "government" regulations, simulating contrasting strategies of import substitution and export promotion. In the end, students are evaluated according to the wealth they create. The three simulated economies pro-vide experiential evidence as a basis for discussing the relative merits of different strategies of economic development.

Chapter1. Introduction – The Relevance of Ethics Education in STEM (Elisabeth Hildt, Kelly Laas, Christine Z. Miller, Eric M. Brey:) -- Part I: Restructuring Ethics Education in STEM: Chapter2. Social Responsibility Development in Undergraduate STEM Students: Influences and Inhibitors (Daniel Schiff, Jason Borenstein, Ellen Zegura) -- Chapter3.Ethics education in engineering and technological institutes in India: Challenges and looking forward (Reena Cheruvalath:) -- Chapter4. Developing an Ethics Credential for Undergraduate STEM Majors (Alexandra Bradner, Rebecca A. Bates) -- Chapter5. Enhancing Ethics Culture in STEM in Eastern Europe, Practices in Use (Aive Pevkur) -- Chapter6. Engineering Ethics Education in China: Development, Promoters and Challenges for the Future (Lina Wei) -- Part II: Underrepresented Groups, Inclusivity, and Ethical Cultures : Chapter7. Race Matters as a Matter of Ethics in Engineering and Technology: Reflections on exclusivity in device design(Rosalyn Berne) -- Chapter8. Building Connections Using Culturally Relevant Practices in STEM Departments (Karina Vielma) -- Chapter9. Ethics Education in Science, Technology, Engineering and Mathematics (STEM) in Africa: A Reflection on the Successes, Failures and the Way Forward in the Era of a Global Pandemic(F. K. Abagale and M. A. Akudugu) -- Part III: Embedding Ethics Education in Practice Contexts and Labs: Chapter10. Towards a Virtue-based RCR Training for Data Scientists (Louise Bezuidenhout, Emanuele Ratti) -- Chapter11. Encouraging Transparency in Lab Safety via Teachable Moments and Positive Feedback (Melinda Box, Maria Gallardo Williams) -- Chapter12. A Bottom-Up Approach to Building a Culture of Responsible Research and Practice in STEM (Elisabeth Hildt, Kelly Laas, Christine Z. Miller, Eric M. Brey, Laura Gaviria, Francisca Acosta) -- Chapter13. Towards a Neuroethical Ethos: A Case Study in Reframing Neuroethics Education for Engineers and Researchers (Juhi Farooqui, Devapratim Sarma, Josep-Maria Balaguer) -- Part IV: New Approaches in Framing Ethical Issues. Chapter14. Using a Brain Processes Map as a Framework to Strengthen Ethical Culture in Research Labs (J. Brooke Hamilton) -- Chapter15. Inclusivity in the Education of Scientific Imagination (Mike Stuart, Hannah Sargent) -- Chapter16. Tinkering with Technology: An Exercise in Inclusive Experiential Engineering Ethics (Janna van Grunsven, Lavinia Marin, Trijsje Franssen) -- Chapter17. Storytelling as Facilitation Tool for Inclusive Ethics Training (Marietjie Botes) -- Part V: Community Outreach Approaches: Chapter18. Philosophy in the Rainforest: Reflections on Integrating Philosophy and Fieldwork (Clair Mossiry) -- CChapter19. Building Inclusive Cultures through Community Research(Jennifer Nyland, Timothy Stock, Michéle Schlehofer) -- Chapter20. Concluding chapter: Reflection on Promising Approaches and Outlook.