Supporting pupils with SEN
The Key for School Leaders
Indicators of neglect or abuse
The DfE guidance on safeguarding children with
SEN and disabilities, linked to above, explains
that signs of abuse could be masked by the child’s
disability, and so a heightened awareness of
possible indicators of abuse or neglect is needed.
Professionals must always take into account the
nature of a child’s disability when determining
whether they have been abused or neglected.
Page 37 gives the following examples of indicators
of possible abuse or neglect:
• A bruise in a site that might not be of concern on
an ambulant child, such as the shin, might be of
concern on a non-mobile child
• Not getting enough help with feeding, leading to
malnourishment
• Poor toileting arrangements
• Lack of stimulation
• Unjustified and/or excessive use of restraint
• Rough handling, extreme behaviour modification
– e.g. deprivation of liquid, medication, food or
clothing
• Unwillingness to try to learn a child’s means of
communication
• Ill-fitting equipment – e.g. calipers, sleep boards,
inappropriate splinting
• Misappropriation of a child’s finances
• Invasive procedures which are unnecessary or are
carried out against the child’s will
Some of these behaviours may constitute criminal
offences.
The guidance says on page 39 that where there
are concerns that a pupil with SEN or disabilities
is being abused or neglected, the school’s usual
safeguarding policy should apply. Safeguarding
concerns should be shared as soon as possible
with the designated safeguarding lead so that a
referral can be made if necessary.
Good practice advice
The DfE guidance on safeguarding children with SEN
and disabilities includes some recommendations for
good practice on page 36. We also spoke to one of
our associate education experts, Jenny Moss, about
what schools should have in place to safeguard pupils
with SEN and disabilities.
Inclusive safeguarding policy
The DfE guidance says schools should treat
pupils with SEN or disabilities at risk of, or who
have experienced abuse, with the same degree
of professional concern accorded to non-disabled
children.
Jenny said that whole-school safeguarding
procedures should take into account the needs of
all pupils, and arrangements for pupils with SEN
or disabilities should not be an addendum to these
procedures.
She said, as far as possible, these pupils should
be treated in the same way as other pupils in terms
of safeguarding. However, specific safeguarding
arrangements will also need to take into account
pupils’ individual needs, as set out in their education,
health and care (EHC) plans or statements.
à
continues on p.10
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