Sensory and Physical (S&P)

Advice for professionals working with SEND aged 11 to 14

This SEND Index of Harms resource is for children and young people (CYP) with Sensory and Physical need. It is broken down by the strands from the Education for a Connected World Framework.

What you’ll find in this section

Self Image and Identity (SII)

Online relationships (ORel)

Online reputation (ORep)

Online bullying (OB)

Managing online information (MOI)

Health wellbeing and lifestyle (HWL)

Privacy and security (PS)

Self-image and identity

This strand explores the differences between online and offline identity beginning with self-awareness, shaping online identities and media influence in propagating stereotypes. It identifies effective routes for reporting and support and explores the impact of online technologies on self-image and behaviour

Likely Harm: Impact of technology on self-image and identity

Behaviours/Indicators

Difficulties discerning body image, identity and choice online
Vulnerability about own self-image online – raises risk of exploitation
Potential risks of depression, low self-esteem and FOMO, misunderstandings can lead to confused understanding of online content leading to increased risk of exploitation
CYP may be vulnerable to manipulation and engage in harmful actions in order to appease and please others
CYP may withdraw from the online world due to embarrassment

Resources

Childnet – Digiduck
Infiniteach – Autism resources for parents and special educators
ELSA Support: Resources for Emotional Literacy Support Assistants
Cerebra: Life online for CYP with SEN
Cerebra Learning Disabilities, Autism and Internet Safety

Possible responses

It is important for a trusted adult to discuss the dangers and consequences of visiting inappropriate websites
Teach the CYP about images or content that could be considered criminal and encourage them to tell a trusted adult if encouraged to access this content by someone else
Install a pop-up blocker or other filtering and monitoring software to block content and monitor content accessed in line with any guidance (Knowing that these methods are not foolproof)
Ensure an internet safety plan is available and accessible to CYP Ensure the plan is discussed and understood
Make effective use of social stories, stories about online safety and such things as story sacks to promote understanding and access to information about keeping safe online
Activities to develop CYP’s sense of self-worth and the capacity to report any encouragement to self-harm
Focused activities to develop CYP’s sense of self-worth and agency

Online relationships

This strand explores how technology shapes communication styles and identifies strategies for positive relationships in online communities. It offers opportunities to discuss relationships, respecting, giving and denying consent and behaviours that may lead to harm and how positive online interaction can empower and amplify voice.

Likely Harm: Relationships, consent and behaviours leading to harm

Behaviours/Indicators

Physical difficulties may impact ability to access online relationships and lead to low self-esteem and depression More vulnerable to exploitative online relationships
May be exposed to harmful language of a discriminatory nature or harassment due to physical differences
CYP may be coerced into sharing material amongst peers without realising its content could be harmful or hurtful This could be then used against them
CYP’s desperation to belong may drive them to copy digitally altered images believing them to be real and consequently harm themselves by trying to alter their physical appearance
CYP may alter images in order to gain approval from peers

Resources

Infiniteach – Internet support resources for parents and carers
ThinkUKnow – online safety home activities
SYGNO resource

Possible responses

Social stories
CBT
Lego therapy sessions
Play therapy programme
Art therapy sessions
ELSA support on online relationships
Focused activities on the ‘unreal’ nature of altered images and the potential harms caused by trying to copy them
Focused work on developing CYP’s pride and self-esteem

Online reputation

This strand explores the concept of reputation and how others may use online information to make judgements. It offers opportunities to develop strategies to manage personal digital content effectively and capitalise on technology’s capacity to create effective positive profiles.

Likely Harm: Others may use your online reputation to make judgements about you

Behaviours/Indicators

May not be able to see all online information (visually impaired)
May not be able to communicate any potential risks to an adult (PMLD)
May be reluctant to share accurate information leading to low self-esteem, anxiety
May have a higher risk of self-harm
Unable to manage what others say about them and unable to protect their own digital personality
CYP may have their online identity attacked by others

Resources

Internet Matters – Advice to create a positive online reputation for kids
ThinkUKnow – home activity resources
Anger Management Advice

Possible responses

Discussion, visuals around social boundaries
The rules of online safety
ELSA support sessions around social boundaries – Yes/No, Do/Don’t
Videos – online safety
ELSA support around emotions and worries/anxiety
CBT
Lego therapy
Art therapy
Play therapy
Support with anger management – appropriate responses
Choice guidance – through basic red/green routes – cause consequence
Guidance on seeking support – Who can help me? How do I talk with them?
Focused activities which develop CYP’s resilience

Online bullying

This strand explores bullying and other online aggression and how technology impacts those issues. It offers strategies for effective reporting and intervention and considers how bullying and other aggressive behaviour relates to legislation.

Likely Harm: Bullying and aggression can harm others

Behaviours/Indicators

May not see bullying or be able to identify on a screen (visually impaired)
May not be able to communicate to a trusted adult about concerns online
May be subject to abuse or bullying due to physical differences
Unable to join in age-related jokes/banter (PMLD)
Not able to access support or report concerns due to disability
Be depressed, lonely and anxious, have low self-esteem, experience headaches, stomach aches, tiredness and poor eating; leads to increased vulnerability to grooming, coercion and abuse
Think about suicide or plan for suicide leading to increased vulnerability to online grooming and coercion or abuse
CYP may be goaded into bullying others on behalf of peers in order to win social favour
CYP’s desire to become independent in the online world may prevent them reporting bullying
Online support services for CYP with disability who are being bullied may not have specialists who are able to support CYP’s specific needs

Resources

Infiniteach – Internet support resources for parents and carers
ThinkUKNow – home activity worksheets
Cerebra – Autism and Internet Safety
Anti-Bullying Alliance – CyberBullying and SEN/Disability
RespectMe – Online safety guide

Possible responses

Very specific instructions that are tailored to need
Encourage CYP to always reach out to a trusted adult
Ensure trusted adults receive appropriate online safety training
Teach how to recognise and avoid situations where bullying occurs and how to respond to any incidents that do occur
Practice how CYP can act and respond to bullying, including by using role-play and links to other areas of the curriculum such as drama and English
Talking mats
Emphasise learning on behaving fairly and respectfully to everyone
Focused activities on how to seek and secure appropriate help and support
Maintain an index of support services pertinent to the establishment context and share with the CYP attending

Managing Online Information

This strand explores how online information is found, viewed and interpreted. It offers strategies for effective searching, critical evaluation of data, the recognition of risks and the management of online threats and challenges. It explores how online threats can pose risks to our physical safety as well as online safety. It also covers learning relevant to ethical publishing

Likely Harm: Online information can be found, viewed and interpreted

Behaviours/Indicators

May not be able to use voice activated software which could cause frustration
Potentially unable to explain to a trusted adult if online content creates sadness, worry, anxiety

Resources

Infiniteach – Internet support resources for parents and carers
Cerebra – Autism and Internet Safety

Possible responses

Teach CYP with sensory and physical needs the rules of online safety
Stories
Puppets – role play
Choices – cause and consequences
ELSA support

Health, wellbeing and lifestyle

This strand explores the impact that technology has on health, well-being and lifestyle e.g. mood, sleep, body health and relationships. It also includes understanding negative behaviours and issues amplified and sustained by online technologies and the strategies for dealing with them

Likely Harm: Technology can impact on mood, sleep, body health and relationships

Behaviours/Indicators

Unaware of identity theft (visual/auditory impairment)
CYP with adolescent onset of neurological conditions may be adversely affected by prolonged time in front of a screen which may not be easily detected
CYP with deteriorating conditions may not be able to access online content that they previously had been able to This may have a profound emotional impact and isolate them further from their peers

Resources

SEND Gateway – Skills builder
Infiniteach – Internet support resources for parents and carers
ThinkUKNow – home activity worksheet
Cerebra: Life online for CYP with SEN
Cerebra: Autism and Internet Safety

Possible responses

Teach young people with sensory and physical needs basic rules of online safety and cyber security
Develop an online safety toolkit for secondary CYP that is specific to their needs
Monitor closely time spent using a range of devices Focus activities on enabling CYP to identify and report symptoms
Prepare CYP carefully for the possible impact of their condition over time
Adapt online content to meet CYP’s changing needs
Plan for impact of debilitation so as to provide appropriate and timely access to online content through specialist devices or software, eg eye gaze

Privacy and security

This strand explores how personal online information can be used, stored, processed and shared. It offers both behavioural and technical strategies to limit impact on privacy and protect data and systems against compromise.

Likely Harm: Personal information can be stored, used and shared which can lead to harm

Behaviours/Indicators

May not be able to access passwords, online content safely due to visual/auditory impairment
Unaware of identity theft (visual/auditory impairment)

Resources

Infiniteach – Internet support resources for parents and carers
CAMHS referral or support pack

Possible responses

Teach young people with sensory and physical needs the rules of online safety
Make use of Childnet’s STAR online safety toolkit for secondary CYP

Copyright and ownership

This strand explores the concept of ownership of online content. It explores strategies for protecting personal content and crediting the rights of others as well as addressing potential consequences of illegal access, download and distribution

Likely Harm: Potential consequences of illegal access, download and distribution of content

Behaviours/Indicators

Physical/visual/auditory impairments make it difficult to understand permission of online information
Vulnerable to illegal/legal downloading of online content
CYP may use illegally gained content in order to gain favour with their peers

Resources

Infiniteach – Internet support resources for parents and carers

Possible responses

Teach young people with sensory and physical needs the rules of online safety
Make use of Childnet’s STAR online safety toolkit for secondary CYP,
Provide CYP with clear rules and actions to take if they are coerced into obtaining content or mistakenly obtain content illegally

Useful resources

See our list of useful resources for further support.

Inclusive digital safety resources

See resource

Professional Online Safety Helpline

Visit site

Over 13 – Report Harmful Content Professional Online Safety Helpline

Visit site

Project Envolve

Visit site

Childnet Star resource

Visit site

SEND: Sensory and Physical (S&P)

See resource

Advice by Age

Use our list of practical tips to help children have a safer online experience and get the best out of the digital world as they grow.

Advice by age 4 to 7

Advice by age 7 to 11

Advice by age 14 to 18

Making the internet safer and more inclusive

Together with SWGfL we've created this hub to provide online safety advice and guidance to support parents & professionals working with children and young people experiencing vulnerabilities.

Let us know what you think of the hub. Take a short survey