Information on relationship and sex education for parents of children with special educational needs & disabilities

If your child has special educational needs or a disability we understand that you may have additional questions or concerns relating to your child’s relationship and sex education provision. The information below answers some of the most frequent questions we are asked, however as every child is different please attend your child’s school parents’ session.

If we are not in your child’s school please contact us for information on one to one referrals.

Frequently asked questions

If your child has autism, aspergers or other autism spectrum disorder please also see the FAQs for parents of autism spectrum children.

Why are you teaching my child relationship and sex education? They don’t need to know about sex!
  • Whilst you might believe your child is already very protected from the threat of abuse because they require a high level of care this actually puts them more at risk. Perpetrators are known to target those that are most vulnerable and unfortunately this often means that children, young people and adults with special educational needs or disabilities are preyed upon. Three of the many reasons for this include;
    • They are more dependent on others to meet personal and intimate care needs.
    • Not even being aware that what is happening to them is wrong.
    • Communication difficulties that prevent the child from expressing concerns about what is happening to them.
  • A report in 2015 by the BBC’s Victoria Derbyshire programme showed that over two years 4,748 reports of sexual abuse against adults with disabilities were reported to 106 of 152 councils in England. The data, secured through a freedom of information request showed that 63% of the 4,748 reported cases were against those with learning disabilities and 37% psychical disabilities.
  • The NSPCC states that 90% of abuse victims know their abuser with many being within the family or a care provider. At BigTalk Education our Growing Up Safe Programme is designed to give children a clear framework of what is right and wrong with the language to tell someone if something happens to them.
I am worried my child will not be able to engage in your lessons, what should I do?
  • Participation such as; giving thumbs up or down, completing the physical actions to denote the private areas of the body, or verbal, or written communication are not obligatory for all children in our lessons or workshops.
  • If your child attends a Special School a full consultation takes place with school prior to our sessions to ensure we tailor them to the pupils needs.
  • For SEND pupils in mainstream schools our team are guided by the schools SEND Coordinator, or class teacher. We liaise closely with School SEND Coordinators, plus our team are briefed by class teachers on any specific needs from pupils in our lessons. This may include adapting our provision for children with special communication requirements, learning difficulties, physical disabilities or any other issues.
  • If you have specific concerns over your child’s ability or willingness to participate, please speak with us at the parents meeting (for primary) or speak with school (for primary or senior) and our team can ensure that your child’s requirements are understood prior to the delivery of their sessions.
What will you teach my child about their body and will they understand?
  • It is important to clarify that the Growing Up Safe programme goes beyond the NSPCC’s pants rule, as abusers may not only target children in this area. This is why it is particularly important to teach children with learning difficulties that other areas are also private. To do this we classify the four private areas of the body which we use to teach about good and bad touches, these include the chest and mouth area, in addition to the genital area and the bottom.
My child is displaying sexually inappropriate behaviours such as touching themselves/others, or using inappropriate language, can you help?
BigTalk Education can deliver one to one or small group sessions with autistic or special needs children either in proactive or reactive referrals. We accept referrals from variety of organisations such as schools, children’s centres, social workers, education welfare officers or parents directly.
How many staff will there be per child?
  • In a mainstream primary school our staff always deliver in pairs, to groups up to a maximum of 30. As our approach to Primary encapsulates the whole school teaching and support staff usually stay with the class during our lessons.
  • Our team includes specialists who have specific backgrounds working with SEND pupils and vulnerable young people.
  • We can deliver one to one and small group sessions with SEND individual’s either in proactive or reactive referrals.
  • In special needs schools group size is always established in collaboration with the school based on pupil’s abilities and school requirements.
Do you use special resources for special educational needs and disabled children?
  • All of our resources include imagery of children with (and without) disabilities to ensure we represent all young people in our materials.
  • We also have specific SEND resources that are used in special schools to ensure that children with additional needs are able to participate, communicate and take in as much of our lesson as their ability allows. These means we can go at a depth and pace relative to the children and young people’s abilities.

Introduction to age appropriate RSE

Our guide to high quality, age appropriate relationship and sex education for your child, helping you know what to expect from us.

Parent’s sex education questions answsered

We answer the most frequently asked questions that parents’ ask us about relationship and sex education.

Parents’ of spectrum children FAQs

Information for children on the autism spectrum and related disorders, including why high quality RSE is vital for your child.

Parents’ feedback on the Growing Up Safe programme

Read the comments of other parents and their experiences with the Growing Up Safe programme, in their child’s school.