6.1 Each disabled child has their own unique needs and strengths. The support required should, therefore, be considered holistically, with assessments that clearly show the intersections between their strengths and their needs.
6.2 Disability can have an impact on children’s physical, emotional, developmental, learning, communication, and health care needs. These have a profound and long-lasting impact on the child’s ability to engage fully in normal day-to-day activities.
6.3 Most parents of disabled children provide a safe and loving home. Their expertise, commitment, and willingness to work in partnership are potential strong protective factors.
6.4 However, children with communication impairments, behavioural disorders, learning disabilities and sensory impairments may be additionally vulnerable to abuse and neglect. Within child protection processes additional preparation and consideration will be taken of the impact of any disability for a child to ensure effective protection. Where the child or young person is non-mobile due to disability, reference should be made to the Multi-Agency Protocol for Injuries to Non-Mobile Children.
6.5 Children with disabilities have an equal right to be safe, and gaining understanding of their views is of significant importance. Their voice and feelings must be heard when people make decisions that involve them.
6.6 Harm may be accentuated by various intersecting contextual factors, such as the impact of poverty, lack of support for parents, parental mental health or domestic abuse.
6.7 Barriers to protection can occur at any point during support or child protection processes:
- when nobody listens to the child and those who know the child best
- if the child’s communications and reactions are not understood. • when there is a lack of curiosity, competence and confidence in exploring reasons for distress or signs of maltreatment
- when there is a lack of practitioner awareness of the impact of neglect
- when there are delays or fragmentation in the assessment and sharing of information, or the co-ordination and planning of assessment and support
6.8 Protecting disabled children is a combined responsibility. Close partnering is required between health and education, other specialist practitioners, third sector, social workers leading child protection investigations and parents/carers and advocates as necessary. Transitions for disabled children are extremely important and require careful planning and assessment as changes within services and life stages are times of increased and predictable vulnerabilities. Where possible, it is crucial that children and young adults are supported to keep themselves safe.