1. Safeguarding children with special educational needs and disabled children

3. Why are we talking about this?
Disabled children are:
3.4 times more likely to be abused or neglected.
3.8 times more likely to be neglected.
3.8 times more likely to be physically abused.
3.1 times more likely to be sexually abused.
3.9 times more likely to be emotionally abused.
(Sullivan and Knutson 2000)

4. Keeping children safe in education 2016, statutory guidance for schools and colleges
Governing bodies and proprietors should ensure their child protection policy reflects the fact that additional barriers can exist when recognising abuse and neglect in this group of children.
These can include:
assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration;
the potential for children with SEN and disabilities being disproportionally impacted by behaviours such as bullying, without outwardly showing any signs; and
communication barriers and difficulties in overcoming these barriers.

5. Ways disabled children can experience abuse
Physical abuse
failure to provide treatment
over-use of medication
forcing treatment that is painful
inappropriate use of physical restraint.
Emotional abuse
lack of communication or stimulation
teasing, bullying or blaming a child because of their impairment
forcing treatment that is painful
inappropriate use of physical restraint.
Sexual abuse
young person engaging in sexual activity within an unequal relationship without the level of awareness of the full meaning of the behaviour.
Neglect
failure to support a child’s treatment or support needs.
(Miller and Raymond 2008)

6. What we know about disabled children's experiences of abuse
Disabled children are at a greater risk of physical, sexual and emotional abuse and neglect than non-disabled children
Disabled children at greatest risk of abuse are those with behaviour/conduct disorders. Other high-risk groups include children with learning difficulties/disabilities, children with speech and language difficulties, children with health-related conditions and deaf children.
Disabled children in residential care/schools face particular risks
Bullying is a feature in the lives of many disabled children.
‘We have the right to be safe’ Protecting disabled children from abuse, David Miller and Jon Brown  2014

7. What we know about what puts disabled children at risk
Factors that increase risk and lessen protection for disabled children include:
Attitudes and assumptions – e.g. A reluctance to believe disabled children are abused; minimising the impact of abuse; and attributing indicators of abuse to the child's impairment
Barriers to the disabled child and their family accessing support services
Issues related to a child's specific impairment – e.g. Dependency on a number of carers for personal or intimate care; impaired capacity to resist/avoid abuse, difficulties in communicating; and an inability to understand what is happening or to seek help
Limited opportunities for disabled children to seek help from someone else
A lack of professional skills, expertise and confidence in identifying child protection concerns and the lack of an effective child protection response.

8. Why are disabled children more vulnerable
Why are disabled children more vulnerable? including children with learning disabilities
They may;
be in contact and/or receive care from numerous people
be isolated/have few opportunities for developing knowledge of sexual and personal relationships
be ‘schooled’ to compliance and eager to please
have low self-esteem and/or be less assertive
have limited communication
be less physically able to resist or run away

9. Safety Codes for non-disabled and disabled children
Shout
Say no
Run away
Tell a grown up
Don’t go with a stranger
Don’t go in a strange car
Don’t take sweets or food from strange grown ups
Grown-ups shouldn’t touch the private parts of your body or ask you to touch theirs
The underwear rule
These are messages we give to children which could be confusing for a disabled child.
How could they be adapted?

10. What can you do in school?
Effective communication with the child and colleagues is key to achieving good outcomes.
In a large school build clear communication with the SENCO and Designated Safeguarding Lead (DSL).
Follow your anti-bullying and child protection policies that identify children with SEND as a vulnerable group
Remind all children but especially SEND children who the SENCO and DSL are.
If you can’t communicate clearly with the child or young person find someone that can
Be the person the child and young person can turn to for support