Children with diabilities

‘Disabled children’ is a broad term which may be applied to children with a broad range of physical, emotional, developmental, learning, communication and healthcare needs. The term is applicable when these needs have a substantial and long-term impact on a child’s ability to engage fully in normal day-to-day activities. Some children (and some adults) are affected by disabilities and developmental delays that have never been assessed or diagnosed.

Most parents of disabled children provide safe and loving homes. Their expertise, commitment, willingness to work in partnership, motivation and hope are potentially strong protective factors.

However, children with communication impairments, behavioural disorders, learning disabilities and sensory impairments may be additionally vulnerable to abuse and neglect. (national-guidance-child-protection-scotland-2021-updated-2023.pdf p.153)

Disabled children have been found to be at increased risk of harm, abuse and neglect compared to their non-disabled peers, however this increased risk is not reflected in Scotland’s child protection and ‘looked after’ children statistics which show an under-recording of disability among Scotland’s children in need of care and protection.

(CELCIS Review: Are disabled children visible in Scotland's children's statistics? May 2024

Why is there an increased risk?

There are several overarching factors that contribute to children with disabilities being at increased risk of abuse or neglect including:

• Communication barriers
• Adults misunderstanding the signs of abuse and attributing behaviours to the child’s disability.
• Children with disabilities may think the abuse they are experiencing is ‘normal’.
• Less opportunities for socialisation leading to increased isolation.
• Dependency on others for assistance.
• Lack of appropriate support for children and their families.
• Lack of professional confidence or knowledge.

(Safeguarding d/Deaf and disabled children and young people | NSPCC Learning)

Practitioners should:

• Consider all the factors that might influence the child’s safety and wellbeing.
• Take time to get to know the child and understand their lived experience.
• Always advocate for the child. What they are ‘telling’ you, even if they are non-verbal? Pay close attention to what their behaviour and physical presentation may be communicating e.g. Are they well nourished?  Are their medical and healthcare needs being met? How would you recognise signs of pain, discomfort or hunger?
• The Lundy Model of Participation is a tool designed to help interpret and implement children’s right to have their views respected, as set out in Article 12 of the UNCRC.

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• Neglect Strategy

• Neglect Guidance

• Neglect Toolkit

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