Safeguarding Children with Disabilities 22/23
Date & Time:
Target Group / Level
This training is targeted to Group Level 2 (regular contact with children, young people and/or
parent/carer) or Level 3 (predominantly working with children) as set out in the Safeguarding
Competency framework in London Safeguarding CP Procedures. NHS Inter-Collegiate Standards 2 for
health professionals. It is also targeted to Foster carers and others in a professional carer role.
Adult Social Care staff within the London Borough of Sutton.
Staff Groups A, B, C, D, E and F as per the Bournemouth University National Mental Capacity Act
Level 2 staff and above (ref: NHS Intercollegiate document 2018 - Adult Safeguarding: Roles and
Competencies For Healthcare Staff): All practitioners who have regular contact with patients, their
families or carers, or the public.
Course Overview / Aim
The aim of this course is to improve practitioner’s knowledge and skills as they relate to safeguarding
and supporting children with disabilities. The course will explore the legal framework for safeguarding
disabled children, how professional attitudes, assumptions and barriers can increase risk and lessen
protection for disabled children and related groups of children, as well as the impact specific
impairments/disabilities might have on a child’s exposure to risk.
By attending this course, participants will have:
Understood the legal and statutory basis for referral, assessment and intervention and the
application of the LSCP threshold criteria for disabled children and related groups of children;
Understood the key messages from research and Serious Case Reviews (SCR) and the
importance to capture the voice of the child in all stages of the child protection process;
Explored different models of disability and how they might impact on the process of assessing
Examine how societal beliefs and attitudes can impact on the protection of disabled children;
Identified additional vulnerabilities of disabled children to the different categories of abuse;
Identified indicators of neglect and abuse and undertaking risk assessments for disabled
children, and preparing reports for child protection conferences and other meetings;
Considered the communication skills necessary when working with disabled children in order to
ascertain their experiences;
Considered personal safety skills activities in direct work with disabled children and their
Considered how to ensure that child protection systems are used effectively to safeguard
Understand the impact on parents when caring for a disabled child and what types of support
they may need;
Considered how coordinated multi agency responses can contribute to promoting the safety
and welfare of disabled children; and
Considered how transitional safeguarding can support a positive transition to adulthood.