Practice guidance for working with disabled children
Everything in childcare procedures applies equally to disabled children.
Some sub-sections make specific reference to disabled children and particular issues for these children. This must not mean we lose sight of the reality of their impairments and the impact on:
- the children
- their view of themselves
- their families
This may mean we need to work in different ways with disabled children and their families. All children and young people will be assessed according to all their needs and services provided within the framework of that assessment.
A child's disability is sufficient to define them as a child in need who, if they meet the eligibility criteria, is entitled to an assessment and the provision of services. The 1989 Children Act requires local authorities to provide services:
- designed to minimise the effect of a child's disabilities and;
- to give the child the opportunity to lead as full a life as possible
All children need opportunities to develop social and emotional skills and behaviours. For disabled children, we need to think flexibly about how we ensure they have similar experiences and are assisted to develop these skills. An opportunity to spend time within a different family may make a big difference and enable the disabled child to have friendships outside of the family, enjoy an overnight stay and feel secure in the care of someone other than their parent/carer.
When planning for a disabled child, we need to think about usual experiences for other same age children. And make use of community resources whenever possible.
Leisure opportunities provide breaks for carers, and respite schemes offer enjoyable and enriching experiences for children. These include:
- swimming classes
- youth clubs
- playschemes
A range of services need to be considered when planning for children and families. These include:
- child sitting services
- leisure activities
- home care
- short-term care
The wishes and feelings of the child must be taken into account. Disabled children's rights for their relationships with their parents and families to be recognised, supported and maintained cannot be over emphasised. Children with severe disabilities and limited use of language can have deep and complex emotional ties, which must be acknowledged. Particularly when working with issues of separation, bereavement and family breakdown. For many children, this will be a complex task if they use alternative forms of communication and/or have very little language. Other indicators of feelings such as mood or behaviour may need to be used. The Social Worker may not be best placed to find out about the child's wishes and feelings, particularly if it takes a long time to get to know the child well. It is essential, however, to identify someone who can undertake this task.
Disabled children have the same rights:
- to consent, or not
- to treatment, examinations and assessments
Staff should not make assumptions about categories of children who cannot give consent: this must be considered on an individual basis. Non-verbal methods of withholding consent must be taken into account. There will be times, particularly when families are in crisis, when the needs of carers have to be balanced against the needs of the child and compromises made. We need to make sure services and plans safeguard the child and do no harm.
Parents of disabled children are included in the provisions of the Carers Act, and the Carers and Disabled Children Act. They are entitled to an independent assessment of their needs as carers, even if the cared-for child refuses an assessment. Many parents provide levels of care that greatly exceed that expected of parents of children who are not disabled. This role should be recognised and acknowledged. It is also important to consider the role of siblings, the impact of their disabled sister/brother upon their life and their views about what would or could help the family. Care must be taken to ensure that the assessment considers whether the tasks undertaken by siblings are over and above those expected by another child of the same age.