Working with disabled children
Each child is different and it's important to
get to know each child really well as an individual. To do this,
you:
- talk with the child’s parents about how best to meet the
child’s needs
- observe the child, and use what you see and hear to help you
understand how the child is developing and what activities and
experiences you can offer that will help their development.
These principles hold fast for working with disabled children,
just as much as for working with other children. The most important
thing to remember is that disabled children are children first –
you should focus on the child as an individual and not on their
impairment or condition. (This is called the "social model" of
disability.)
When you talk to the child's parents, base your discussion on
asking them to describe a typical day in their child's life, and
ask the same kind of questions you would ask when preparing for any
new child, such as:
- What does your child like to do?
- What do they enjoy playing with?
- What kinds of things may they need help with e.g. putting on
shoes, washing, using the toilet, meal times, and how should this
be offered?
- Do they have any specific health or dietary needs?
- What do they like to eat?
- What other settings do they go to, such as a preschool/ nursery
class, school, or residential breaks?
- What else do I need to know in order to meet your child’s
specific needs? (You can use this question as an opportunity to
open up discussion about possible medication, invasive treatment,
physical access requirements etc.)
Invite the parents and their child to spend some time in your
home before the childminding arrangement begins (as you would do
with any new child), to discuss ways you can adapt your service to
ensure their child is fully included and feels secure. Above all,
be positive and welcoming and emphasise that you want to provide
the best possible care for their child. This will help parents feel
more confident that you are pleased to accept their child, and to
adjust your setting to meet the child’s needs.
You could ask whether the child is already part of an Early
Support Pilot Programme, or holds a Statement of Special
Educational Needs or has a Parent Held Child Health Record.
Information from records like these can help you plan appropriate
care.
It is important to look at the needs of each individual child.
Don’t make assumptions, for example that all children with a
particular condition or impairment need constant one-to-one care,
or that disabled children can't be cared for alongside their
non-disabled peers, or require specially adapted furniture and play
equipment. Many disabled children require you to make little
adjustment to your service; others may have a number of specific
needs that could involve intervention.
Parents are always your best point of first contact, discuss
with them how they get advice on the best ways of looking after
their child, and ask if you can share access to this expertise. For
example, you may be able to talk to health professionals or the
Area Special Educational Needs Coordinator (SENCO). Why not find
out about toy and equipment loan services in your area, and whether
you could join a childminding network which would be a source of
extra support and information?