Understanding the Needs of Children with Disabilities

Introduction

According to Scope, 16 million people in the UK have a disability, and 11% are children. They are a diverse group with a range of needs, abilities and experiences, and their disabilities can vary widely, including those with physical, mental, intellectual, developmental or sensory impairments.

Children with disabilities can be affected in different ways, even if they have the same disability. They may have varying functional difficulties, such as walking, communication and self-care, and disadvantages based on factors, such as gender, socioeconomic status, ethnicity and geographical location. They may also have different educational, social, emotional and healthcare needs.

Disabilities can affect children’s ability to learn and participate in everyday activities, potentially affecting their education, skill development and overall lives. Therefore, it is important to understand and address their needs to ensure they receive appropriate support in the home, community and educational settings to succeed academically, socially and in life. It also fosters a more inclusive and understanding society, reducing stigma and discrimination and providing them equal opportunities to thrive.

Understanding and addressing the needs of children with disabilities can also reduce future dependence on welfare and associated costs. According to the Department for International Development, “educating children with disabilities is a good investment”. It can increase their employment potential, thus positively contributing to the economy in the future.

If you are a parent, caregiver, educator, or are just interested in learning more about children with disabilities, this blog post will provide information on their unique needs. It will also cover some strategies for supporting them and promoting inclusivity and awareness in the home, educational setting and the community.

Overview of Disabilities

Understanding the needs of children with disabilities is vital to appreciate the many types of disability and understand diversity.

Types of Disabilities

Children can experience a range of disabilities, which typically fall into four main categories:

Physical disabilities

• These affect children’s physical abilities, including their functioning, mobility, stamina and dexterity.
• Some examples include:
• Cerebral palsy.
• Muscular dystrophy.
• Amputations, including congenital.
• Respiratory disorders.
• Acquired brain injuries (ABIs).
• Muscular skeletal conditions.
• Chronic illnesses.

Behavioural or emotional disabilities

• These affect children’s ability to manage emotions and behaviours and maintain relationships effectively.
• Some examples include:
• Anxiety disorders.
• Dissociative disorders.
• Disruptive or impulsive behaviours.

Development disabilities

• These affect children’s cognitive and intellectual development and their ability to think, learn, and perform everyday activities.
• Some examples include:
• Down’s syndrome.
• Attention deficit hyperactivity disorder (ADHD).
• Autism Spectrum Disorder (ASD).
• Learning disabilities.

Sensory impairments

• These affect children’s senses, such as sight, hearing, taste, touch and smell.
• Some examples include:
• Hearing impairments, including deafness.
• Vision impairments, including blindness.

Some types of disabilities can fall into more than one category, and it is important to recognise that not every disability is visible. Some are hidden (non-visible), such as ASD, ADHD and sensory processing disorders.

CPD Online College has further information on the types of disability here.

Understanding Diversity

Diversity is about celebrating and valuing individual differences. We are all from different backgrounds with various personalities, needs, preferences, dislikes, strengths, abilities, interests, skills and experiences.

When understanding the needs of children with disabilities, it is also essential to appreciate the diversity and uniqueness of every child, even within the same category of disability. For example:

• Children with disabilities will have varying degrees of disability, e.g. learning disabilities can be mild, moderate or severe (profound). Those with the latter require more support and help.
• Some children may have multiple disabilities, e.g. all people with Down’s syndrome have some level of learning disability, and so do many people with cerebral palsy (NHS).
• Some children may have other issues, health conditions and difficulties as well as their disability.

Each child will have varying needs, strengths and challenges. Therefore, whether in the home, educational setting or community, personalised approaches are vitally important to:

• Meet their specific needs through tailored support.
• Provide the best support and opportunities for each child to thrive.
• Cater to their unique learning styles and abilities.
• Help them to reach their full potential.

Personalised approaches may include adaptive technologies, home alterations, individualised education plans and customised therapy sessions.

Unique Needs of Children with Disabilities

As each child has unique needs, it is crucial to consider their physical, emotional, psychological, educational and social needs, whether in the home, education setting or community.

Physical Needs

Some children may have disabilities that affect them physically, e.g. limited mobility, difficulties eating and drinking and issues with their coordination and balance. They may require special equipment or tools to promote accessibility, independence and inclusivity and help them with day-to-day activities and mobility.

Some examples of equipment that can help meet their physical needs include:

• Mobility aids, e.g. wheelchairs, walking aids, pushchairs and crutches.
• Adaptive equipment, e.g. adapted seating and eating and drinking implements.
• Environmental adaptations, e.g. modifications to buildings and public spaces, such as ramps, lifts and accessible toilets.
• Assistive technology for digital accessibility, e.g. websites and online services.

These resources aim to create a supportive environment for children with disabilities, ensuring they can access the necessary care and have opportunities to thrive.

Children with disabilities may also have medical care and physical therapy needs, which requires them to:

• Have regular check-ups and consultations with healthcare professionals.
• Take certain medications and have other specialised treatments
• Do physical exercise throughout the day to improve mobility, strength and overall function.

Emotional and Psychological Needs

Children with disabilities will have specific emotional and psychological needs.

• Emotional needs are things that must be fulfilled to find happiness and contentment. If children’s emotional needs are unmet, it can lead to unhappiness, frustration and challenging behaviours.
• Psychological needs relate to the mind, feelings, and mental state and are essential for children’s growth and well-being.

Children with disabilities are at a higher risk of developing mental health issues, such as anxiety and depression. According to the Mental Health Foundation, “Children with learning disabilities are four and a half times more likely to have a mental health problem than children without a learning disability”.

Supporting the emotional and psychological needs of disabled children is crucial for their overall well-being and development. Here are some key aspects to consider:

• Self-esteem – they may suffer from low self-esteem, especially if they feel different to other children. Boost their confidence by encouraging them to explore their strengths and participate in activities they enjoy and excel at. Celebrate their achievements, no matter how small.
• Emotional expression – they may find it difficult to express their feelings and talk about their emotions. Use open communication and listen to them without judgment. Providing various ways to express their feelings can help, e.g. talking, art, role play and music.
• Resilience – they may find it hard to cope with the emotional toll of their disability, setbacks and life’s challenges. Validating their feelings and experiences and fostering independence can help build resilience. Teach them that failure is a part of learning and see setbacks as opportunities to grow and improve.
• Social inclusion – they may have difficulties regulating their emotions, managing stress, and interacting positively with others, leading to challenges in building social skills and relationships. Providing opportunities for them to socialise and making them feel included and accepted can help reduce social isolation and loneliness.

Counselling and therapy can help children with disabilities navigate their emotions, develop coping strategies and improve their social skills. It is also important to have their mental health checked regularly and have access to professional support where needed.

Educational Needs

Children with disabilities will have unique educational needs, known as special educational needs and disabilities (SEND), which can affect their ability to learn. Some may find learning difficult in a traditional learning environment and have trouble accessing content and materials. Others may find it hard to communicate and socialise with educators and peers because of difficulties with speech and language.

Special education services are designed to meet the unique needs of students with disabilities and support their learning and development. It can include:

• SEN support – additional help within educational settings, such as extra classroom assistance or speech therapy.
• Specialised instruction – involves tailoring teaching methods to help children learn effectively.
• Accommodations and modifications – changes to the learning environment or curriculum to enhance accessibility for disabled children.

An individual education plan (IEP) is often required to identify and meet children’s needs within a specific educational setting. A team completes it, including parents, teachers, and other school staff, and details the goals for the school year and the support needed to achieve them.

Where children’s needs are beyond what a school can provide, an education, health and care plan (EHCP) may be required. It covers educational, health, and social care needs and is legally binding. The local authority completes a formal assessment, develops a plan with multiple agencies and is legally required to provide support detailed in the plan. BBC Bitesize has further information on EHC plans here.

Educators and other staff can create inclusive classroom environments and use adaptive learning methods for children with disabilities to meet their needs, for example:

• Involve parents to identify children’s needs, strengths and challenges, and their learning styles and abilities to tailor environments and practices.
• Have mixed-ability classrooms to ensure children with disabilities are not isolated from their peers.
• Incorporate diverse learning activities that are accessible, relevant and meet individual needs.
• Ensure physical accessibility by making reasonable adjustments and adaptations, e.g. wheelchair ramps, flexible seating and sufficient space between desks.
• Provide adequate support systems, e.g. tailor resources and classroom help, such as teaching assistants.
• Use differentiated instruction to tailor teaching methods to meet children’s diverse needs and support learning, e.g. visual aids, hands-on activities, and technology.
• Introduce assistive technology to enhance access to the curriculum for children with disabilities. Various tools are available, such as screen readers, adaptive keyboards, audiobooks, speech-to-text software, etc.
• Have flexible groupings, which involve grouping students in many ways to promote collaboration and peer learning. For example, by ability, interest or random.
• Implement Universal Design for Learning (UDL) principles to ensure all children can fully participate. It involves providing multiple means of representation, engagement, and expression.

Further information

• Action for Children – What is an EHCP and an IEP, and how can my child get one?
• CPD Online College – Adaptive teaching.

Social Needs

Children with disabilities often face a range of social challenges. They may have to deal with physical barriers, such as inaccessible buildings and playgrounds, limiting their opportunities for social interaction and participation in community activities. They may also have communication difficulties, where they cannot express themselves and connect with others, leading to frustration and social isolation.

Sadly, stigma, discrimination, bullying and harassment are still encountered by children with disabilities, especially by their peers, which can result in social isolation and exclusion, thus severely impacting their confidence, self-esteem and mental health.

Children with disabilities have specific social needs that must be addressed and supported to ensure their well-being and inclusion in society and to combat social stigma, which can be achieved by:

• Inclusive education – if given appropriate accommodations, adjustments and support within educational settings, it can enhance participation and interaction with their peers and help reduce stigma.
• Providing communication aids – it is difficult for children to socialise if they have communication difficulties. Various tools and strategies may help, such as specific devices and speech therapy.
• Encouraging social interaction – providing many opportunities for them to interact with others is essential. There are inclusive playgroups, social skills training and extracurricular activities that may help foster friendships.
• Providing emotional support – accessing support groups and counselling can help them with social challenges, boost their confidence and self-esteem, and build resilience.
• Creating an inclusive community environment – children with disabilities can feel more accepted and valued if they feel part of their communities. Community awareness programs and inclusive recreational activities can help.

Strategies for Support

Children with disabilities need support in the home environment, educational setting and the wider community. Parents, educators and caregivers all have a role in providing appropriate support and promoting accessibility and inclusivity.

For Parents

Parents play a vital role in supporting their children’s needs, including advocating, providing emotional support, creating a supportive home environment, and ensuring access to necessary resources.

Advocating for children’s needs

According to Citizens Advice Sheffield, “Advocacy is taking action to help people say what they want, secure their rights, represent their interests and obtain services they need”.

It can be challenging but rewarding for parents to advocate for their children’s needs. Here are some strategies to help them effectively achieve this goal:

Research and understand their children’s disability, specific needs and issues affecting them – parents should educate themselves about their children’s disability and how best to support them. Resources, advice, information and guidance are available online, and health and social care professionals may signpost to further services and best practices.

Know their children’s rights – they should familiarise themselves with laws and regulations that protect their children’s rights, e.g. the Equality Act 2010, the Children Act 1989 and the Children and Families Act 2014.

Keep detailed records – it is important to document anything relating to their children’s needs for evidence, such as assessments, medical history, meetings, discussions, agreements and communications with educational and healthcare providers and any other relevant parties.

Set clear goals – parents should determine what they want to achieve and the desirable outcomes. They should always put their children at the centre and ensure they prioritise their needs and best interests.

Communicate effectively – parents should be calm, assertive and respectful when advocating for their children’s needs. They should maintain open and honest communication with local authorities, health and social care providers, educators and other professionals involved in their children’s care and support.

Create a support network – fostering positive relationships with others can help parents advocate more easily. They should connect and work with others, such as

• Professionals, e.g. teachers, therapists, health and social care professionals, advocacy groups, etc.
• Non-professionals, e.g. other parents who have children with disabilities and family and friends.

Seek support – if parents find it too complicated to navigate the advocacy process, some professional advocates may be able to assist them.

Teach their child self-advocacy – it is also important for parents to provide opportunities for their child to learn to advocate for themselves as they grow. It will help build self-esteem and confidence.

Further information

• Disability Rights UK – Advocacy: Get your voice heard.
• Independent Provider of Special Education Advice (IPSEA) – charity specialising in SEND law in England.

Creating a supportive home environment

Here are some strategies parents can adopt to create a supportive home environment:

Accessibility

• Make the home physically accessible and safe by:
• Modifying the environment, e.g. installing ramps, stairlifts or grab bars, widening doorways, bathroom adjustments, or rearranging furniture.
• Introducing mobility aids, adaptive equipment and assistive technology.
• Further information is on:
• Contact – Aids & equipment.
• NHS – Household gadgets and equipment to make life easier.
• Scope UK – Paying for disability equipment and assistive technology.

Open communication

• Create an environment that enables the child to feel safe, secure and comfortable expressing their needs and feelings. It helps foster trust and understanding.
• Actively listen – be empathetic and non-judgmental, listen to them without interruption and respond thoughtfully.
• Be honest with them and respect them.
• Tailor communication methods to the child’s needs, e.g. visual aids, non-verbal cues or sign language.

A structured and consistent routine

• Establish a consistent daily routine to provide stability, security and predictability. It also helps to reduce stress and anxiety and understand what to expect.
• Visual aids, e.g. pictures, symbols or timetables, can help them understand daily schedules and anticipate activities.

Inclusive activities

• Adapt activities to suit the child’s needs, interests and abilities.
• Ensure the child is included in family activities to make them feel a part of the family unit.
• Look at activities where the whole family can participate.
• Newlife has some suggestions here.

Create sensory-friendly spaces

• Consider calming decor, comfortable seating and soft lighting.
• Have quiet areas where the child can retreat if feeling overwhelmed.
• Reduce noise and clutter to avoid sensory overload.
• Provide sensory toys, equipment and tools, e.g. weighted blankets and fidget toys.

Promote independence

• Provide the child with opportunities to make choices and finish tasks by themselves to help boost their self-esteem and confidence.

Encourage and celebrate

• Recognise and celebrate their achievements, no matter how small.
• Encourage and support them to overcome challenges.
• Provide positive reinforcement to boost their motivation and confidence.

Accessing resources and support networks

There are many resources and support networks to assist children with disabilities and their parents, for example:

Support groups (local or online) – which parents and their children can join. These groups can provide emotional support, tips, practical advice and information on valuable resources.

Professional help – various professionals can provide support and access to resources, e.g. health and social care, therapists, counsellors, educators, local authorities, advocacy groups, etc. If parents are not online, they may be able to signpost to services in their local communities.

Charities – there are numerous charities that specialise in disabilities, e.g. Contact, Scope and Sense.

Financial help – parents can look into grants, financial assistance programs and benefits to help them cover various costs, such as medical expenses, assistive technology, and home modifications. Sense has further information here.

Local Information, Advice, and Support Services (IASS)

• Provided by every local authority in the UK
• They provide free, impartial, confidential information, advice and support about special educational needs and disabilities (SEND) for children and young people up to age 25.
• Parents should search for ‘local offer’ on their local authority

Parents should remember that they are not alone on this journey, and there is plenty of support to help them and their families.

For Educators

Children with disabilities should have the same opportunities as their peers, including access to education and engagement with learning materials. Educators should create a supportive and effective learning environment by adopting inclusive teaching strategies, such as:

Parental involvement

• Involving parents can assist educators in identifying children’s needs, challenges, interests, learning styles and preferences.
• It also helps parents become more engaged in their children’s learning, which will help learning in the home environment.

Differentiated instruction

• It involves tailoring teaching practices to meet students’ diverse needs, including those with disabilities.
• It ensures students have equitable access to education through adapted learning content, processes, products and environment.
• To differentiate instruction, educators could:
• Establish personalised learning goals based on students’ needs and abilities and use them to inform teaching practices and measure progress.
• Introduce flexible grouping based on students’ learning needs, interests or abilities, and encourage peer tutoring to foster a supportive environment.
• Tier assignments, i.e. have students work towards the same learning goals but develop assignments with varying complexity levels.
• Use choice boards, allowing students to choose from various activities and projects to account for different learning styles and interests.
• Set up various learning stations where students can complete specific activities and learn particular skills.
• Adapt learning materials to make them accessible, e.g. simplify texts, use large print or visual aids and consider audiobooks.
• Use varied instructional methods, i.e. teaching methods that address various learning styles, e.g. auditory, visual, kinesthetic, tactile and reading/writing. It can include discussions, hands-on activities, multimedia resources, etc.
• Continuously assess students’ progress and provide constructive feedback to guide their learning.

Universal Design for Learning (UDL)

• UDL is a framework that involves designing learning content and lessons to accommodate all students, including those with disabilities. It includes the following principles:
• Multiple means of engagement, e.g. stimulating interest and motivation for learning by considering individual learning styles.
• Multiple means of representation, e.g. presenting information in various ways.
• Multiple means of expression, e.g. allowing students to demonstrate their knowledge in various ways.
• Cast has developed UDL guidelines, which can be accessed here.

Inclusive curriculum

• It makes disabled students feel included, welcome and a sense of belonging.
• It should reflect diverse perspectives and include materials representing all students, e.g. books, stories and real-life scenarios with disabled people.
• According to the Cambridge Centre for Teaching and Learning, “For disabled students, including those with mental health conditions, this means proactively addressing inclusion and accessibility issues in course planning and evaluation.

Assistive technology

• Several assistive technologies are available to support children with disabilities in education, which aim to create an inclusive learning environment and help students overcome various barriers. Some examples include:
• Text-to-speech software – reads out written content, which is particularly helpful for students with learning disabilities or visual impairments.
• Speech recognition software – dictates spoken words and converts them into text, aiding those with physical disabilities or writing difficulties.
• Braille displays and screen readers – assist visually impaired students by converting text into Braille or spoken words.
• Captioning and sign language interpreting software – for students with hearing impairments to participate in classroom discussions.

Collaboration between teachers, special educational needs coordinators (SENCos), and support staff is crucial for effectively supporting students with disabilities. They should work together to create inclusive learning environments and content and have regular meetings to discuss students’ progress, challenges and further areas of improvement.

Teachers focus on curriculum delivery, and SENCOs ensure the implementation of individual education plans (IEPs) and coordinate support. They should use co-teaching models where they work together to plan, teach and assess students with disabilities.

Teachers and support staff should receive appropriate training on inclusive teaching and support for students with disabilities. They should also undertake continuous professional development to ensure their knowledge and skills remain current and they are up-to-date on the best practices for inclusive education.

There may be a need to collaborate with external specialists, such as speech and language therapists, occupational therapists, and educational psychologists, to conduct further assessments and provide tailored interventions to meet students’ needs.

Educational providers and educators must comply with the statutory guidance SEND code of practice: 0 to 25 years in England. There are different laws and guidance for Wales, Scotland and Northern Ireland.

For Caregivers

Anyone providing daily care to a child with a disability must also understand their needs. Caregivers may include family members, babysitters or professional childcare services.

It can be rewarding caring for a child with disabilities but also challenging. Here are some practical tips for daily care.

Feeding and eating

• Consider using adaptive equipment to help them eat and drink independently, e.g. special cups, plates, bowls and cutlery.
• Seek advice from a speech and language therapist and dietician if there are concerns regarding chewing, swallowing and nutrition.
• Ensure the correct positioning for eating and drinking, advised by a physiotherapist or occupational therapist.

Sleeping

• Ensure the sleep environment is calm, comfortable and free from distractions. Consider white noise machines and blackout curtains.
• Establish a consistent bedtime routine so the child knows when to sleep.
• Consult a GP if the child has persistent sleep issues, as they may refer them to a psychologist or sleep specialist.

Toileting

• Be patient and consistent with toilet training.
• Use visual aids and positive reinforcement to encourage progress

Daily routine

• Understand their sensory sensitivities and create an environment that minimises stress.
• Create a structured daily routine to provide stability and predictability.
• Use visual aids to help them understand and anticipate daily activities.

Daily activities

• Provide socialising opportunities to help them develop social and emotional skills and make friends.
• Incorporate regular physical exercise tailored to their disabilities, abilities and needs.

The daily care they require depends on their age, development stage and disability. Every child is unique, so it is vital to tailor these tips to fit their specific needs and involve them in making decisions. The NHS has further information here.

To provide the best possible care and understand the rights of children with disabilities, caregivers should familiarise themselves with relevant laws, such as the Equality Act 2010, the Human Rights Act 1998, the Children Act 1989 and the Children and Families Act 2014. They should also know their rights under the Care Act 2014, including the right to a carer’s assessment to determine their needs and the support required.

Caregivers should also understand how to access services, such as:

• Local council support – including financial help, some aids and adaptations, short break services, holiday play schemes and care at home.
• Health and social care services – GPs and health visitors can advise and refer caregivers to appropriate services.
• Education– the SEND Code of Practice outlines the rights of children with disabilities in education. Childcare providers must make reasonable adjustments to support these children.
• Community services – such as local support groups and services.

Looking after a child with disabilities is no easy feat and can be worrying, stressful, demanding and exhausting for caregivers. Therefore, they must practice self-care, meaning they must look after their physical, emotional and mental health and well-being and make time to rest and recharge. There is also the option of respite care that can provide caregivers with a break.

Caregivers must seek support where needed. There are support groups for parents and caregivers, which may have opportunities to meet caregivers in similar situations and share advice, experiences and tips. Professionals, such as counsellors and therapists, may be able to assist if caregivers need additional help.

Further information

• Carers UK – provides guidance on carer’s rights.
• Mind – Looking after yourself as a carer – has information on how carers can manage their own well-being.
• NHS social care and support guide – has practical tips and advice for carers.
• The Council for Disabled Children – has information on the rights and lives of disabled children.

Promoting Inclusivity and Awareness

Community Involvement

A community can consist of one group with things in common, such as where they live and work, their nationality, cultures, disabilities and religions or their activities. Children with disabilities are an important part of their community and have the right to be a part of it, access its services and participate in its activities.

Communities play a vital role in supporting children with disabilities by fostering an inclusive environment and promoting positive attitudes, for example:

• Schools and local educational authorities – work together to ensure that children with disabilities have access to quality education by providing necessary accommodations and support services. They can adopt inclusive education practices to enable children to learn with their peers and promote understanding and acceptance from early childhood.
• Local health and social care services – provide essential integrated services across health, social care, and education.
• Community groups and organisations – may have inclusive recreational programmes, activities and events to provide opportunities for children with disabilities to engage with their peers. They may also organise support groups and therapy.
• Community advocacy groups – raise awareness about children’s rights and needs and may provide families with opportunities to be heard and seek appropriate support.
• Accessible facilities – public service providers, organisations, and communities should ensure their spaces and facilities are accessible to children with disabilities to help them feel part of their communities.

To make children with disabilities develop a sense of belonging and feel welcome, safe and supported in their communities, it is important to raise awareness and break down stigma by adopting the following key strategies:

• Incorporate disability awareness into the school curriculum to teach children from a young age to foster empathy and understanding.
• Use various social media platforms and campaigns to raise awareness about disabilities and promote understanding, focusing on facts and dispelling myths.
• Hold inclusive community events where people with disabilities interact with their peers to reduce misconceptions, promote understanding and build empathy.
• Provide training sessions and workshops to increase awareness and understanding of disabilities.
• Collaborate with local organisations and community leaders to reach more people across different communities and make them more inclusive.
• Provide community-led advocacy training to those with disabilities so they can share their stories to increase understanding.
• Lobby local authorities and businesses to improve access to public spaces, services and transportation.
• Encourage people with disabilities to be represented in local media, such as radio, TV and social media.

Advocacy and Education

Advocating for disability rights is crucial to ensure disabled children’s and their family’s voices are heard and their needs met, and in fostering an inclusive society. They can:

• Get involved in campaigns to raise awareness about disability rights and participate in or organise events.
• Support or volunteer with advocacy groups to help spread the word and support disabled children.
• Share personal stories and experiences to highlight the challenges disabled children and their families can face.
• Advocate for supportive policies, laws and regulations to strengthen the rights of children living with disabilities.
• Empower and support children to advocate for their own rights as they grow.

An important aspect of advocacy is educating peers and the public about disabilities, and it is vital for the following reasons:

• Reduces stigma, prejudice and discrimination, as it helps dispel myths and promotes understanding of disabilities.
• Fosters understanding and empathy, as people can appreciate the challenges children with disabilities face.
• Promotes inclusion and support of inclusive practices if people are informed why it is important.
• Enhances accessibility if awareness leads to businesses, public services and communities improving access.
• Empowers children and their families and can boost their self-esteem and confidence if they are fully included in society.
• Increases economic and social contributions, as children with disabilities are more likely to perform better academically and work in the future if education and work are inclusive.

Advocacy and education can create a more welcoming and inclusive society.

CPD Online College has an article on the importance of education and awareness in disability inclusion here.

Resources and Further Reading

Support Organisations

Many charities and organisations in the UK are committed to supporting children with disabilities and their families. Some cover general disability, and others more specific, for example:

• Action For Children – Support for parents with disabled children – offers parenting support and local services.
• Contact – is a charity for families with disabled children and has advice, information, workshops, events and a helpline 0808 808 3555.
• Council for Disabled Children – a membership body with various tools, advice and resources.
• Family Fund – provides various grants for families for equipment, home alterations, furniture, clothing, family breaks, etc.
• UK – Children with special educational needs and disabilities (SEND): Overview – provides information on the help and support for SEND children.
• UK – Disability Living Allowance (DLA) for children: Overview – provides information on the Disability Living Allowance (DLA) for children.
• UK – Help if you have a disabled child: Overview – details the help available for those with disabled children.
• Kids – a charity offering a wide range of services around the country.
• Mind – for mental health support and services.
• NHS – How to care for a disabled child – Social care and support guide – a guide on caring for disabled children.
• Independent Provider of Special Education Advice (IPSEA) – leading charity in the field of SEND law in England. They provide free and independent legal advice and support to families of children and young people with SEND.
• Scope UK – a charity specialising in disabilities. It has an online community, advice, support and a helpline.
• WellChild – a charity offering a range of practical and emotional support, training and information programmes for children and young people with complex medical needs.

Some charities specialise in specific disabilities, such as Mencap (learning disabilities), the National Autistic Society and Sense (complex disabilities). Further charities are on Charity Choice.

Local authorities can offer various services, such as short break services, holiday play schemes, home adaptations and financial help for travel costs to hospital visits.

Educational Tools

Many organisations and charities mentioned above have information on their websites to learn more about disabilities. There are also other websites, books and tools for further learning. Here are some examples:

• BookTrust – Bookmark: children’s books and disability – has advice and book recommendations for families, teachers, librarians, authors and publishers.
• CORC – has various resources for working with children and young people with learning disabilities.
• CPD Online College – has various articles and blogs, including on disabilities.
• NICE – Recommendations on support for all disabled children and young people with severe complex needs – has guidance for health and social care professionals and the public.
• The Children’s Trust – has ten top books featuring disability that children can relate to.
• The Council for Disabled Children – has various information, tools and resources.
• The National Association for Special Educational Needs (Nasen) – has various resources, some free and a cost for others. It does require signing up to access the free resources.

We also have further information on disabilities on our knowledge hub here.

Social media platforms such as YouTube and smartphone apps may have further information and tools to help.

Support Networks

According to the Cambridge Dictionary, a support network is “a group of people who provide emotional and practical help to someone in serious difficulty”. It can include family/friends and external groups, such as professionals and other parents and caregivers.

Parents and caregivers can access various networks, including online forums and support groups, for example:

• Childminding Forum – for registered childminders, including those caring for disabled children.
• UK – Find a local support group for children, young people and families – it requires users to put in their postcode and will provide details of their local authority.
• Mumsnet – an online forum that covers various topics for parents and caregivers.
• nidirect – provides further details on support groups in Northern Ireland for parents of children with disabilities.
• Rightsnet – a forum that provides professional advice and support.
• Scope UK – has information on support groups for parents. They also have an online community.

Local social media groups, e.g. Facebook, may also have details about support groups in the local community.

Both children and their families can benefit from joining support groups where they can share experiences and receive emotional support from others in similar situations.

Conclusion

It can be rewarding but challenging parenting, caring for and educating children with disabilities. They will each have unique needs, challenges, preferences and interests, which must be understood and met to promote inclusivity, enhance their overall well-being and help them achieve their full potential. It also helps to reduce prejudice, stigma and discrimination and strengthens social integration.

We all have a crucial role in supporting and advocating for inclusivity, whether at home, in educational settings or in local communities. Children with disabilities have fundamental human rights and should have access to the same opportunities and services as others. If they do, it can help them succeed academically and socially. It also benefits them and society.

To increase understanding and support children with disabilities and their families, please feel free to share this blog, engage in discussions or seek further information. The strategies covered here are just the tip of the iceberg; there is much to learn. There is also a lot of support, advice and help for children, parents, educators and caregivers, so they should never feel alone.