Sensory and Physical (S&P)

Advice for professionals working with SEND aged 7 to 11

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

Visually impaired unable to identify different identities
Unable to explain how their online identity can be different to another’s
Unable to see how others online can pretend to be someone else
Low self-esteem may lead to vulnerability online, eg pretending to be someone else
CYP may not be as adept or skilled as peers during online games and therefore suffer diminished self-esteem
CYP may experience discrimination including mockery, exclusion from some forums, threats and bullying due to their disability

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 guidance in
Keeping CYP Safe in Education (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
Clear reporting protocols and prompt action by authorities
Activities to build CYP’s resilience and inform them of reporting processes

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

May be unable to discriminate between visual differences online (visually impaired)
CYP may find it difficult to attract and engage online peers because they are not ‘cool’ or skilled at games This may adversely impact on self-esteem
CYP may try to ‘hide’ or ‘deny’ their identity due to embarrassment arising from their disability

Resources

Childnet – Digiduck
Infiniteach – Internet support resources for parents and carers
ThinkUKnow – online safety home activities

Possible responses

Storybooks – online safety
Video guides – online gaming, watching videos for young learners
Social stories – story sacks
CBT
Lego therapy sessions
Play therapy programme
Art therapy sessions
ELSA support on online relationships
Frequent 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 or anxiety

Resources

Internet Matters – Advice to create a positive online reputation for kids
Lego Therapy resource on TES
ThinkUKnow – home activity resoures
Anger Management Advice

Possible responses

Discussion, visuals around social boundaries
Puppets – social boundaries
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?

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

Resources

Infiniteach – Internet support resources for parents and carers
ThinkUKNow – home activity worksheets
ELSA Support: Resources for Emotional Literacy Support Assistants
Cerebra – Autism and Internet Safety
Anti-Bullying Alliance – CyberBullying and SEN/Disability
Talking Mats
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 – improve the lives of people with communication difficulties by increasing their capacity to communicate effectively about things that matter to them

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
ELSA Support: Resources for Emotional Literacy Support Assistants
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

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

Potentially unable to access different technologies relating to keeping safe on health, eg diet, sleep, breaks, posture, exercise
CYP may not be able to access particular game trends their online peers are able to access and feel excluded

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

Requires supervision/trusted adult
Skills-builder passport activities
Videos age-related for online safety
Develop buddy systems so that CYP do not feel excluded

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
CYP may require personal care which compromises their privacy and could be seized upon by abusers

Resources

Infiniteach – Internet support resources for parents and carers

Possible responses

Teach young people with sensory and physical needs the rules of online safety
Focused activities enabling CYP to advocate for themselves and report abuse

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

Resources

Infiniteach – Internet support resources for parents and carers

Possible responses

Teach CYP with sensory and physical needs the rules of online safety
Basic personal profiles, discussion and understanding of cause and effect
Social stories
Social interaction games

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 11 to 14

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.

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