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Here's how we've colour-coded the resources on this page!

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Here's how we've colour-coded the resources on this page!

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Pick your resources easily using the simple colour-coded guide below:

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Watch some films with your child about keeping safe on the internet

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Dealing with Touch: Lesson SEND- RSE Day 2021

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Dealing with Touch: Lesson SEND- RSE Day 2021

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A fun lesson about how our pets can teach us about wanted and unwanted touch.

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Dealing With Touch - Which pets want to be stroked

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12 RSE lessons for SEND pupils including:

Consent

Dealing with erections

Having a wet dream

How a baby is made

Love & sex

Masturbation: Public/Private

Nasty or nice behaviours

Periods

Relationships

Reproductive organs

Assertiveness

Condoms & STI's

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SEND Videos on Consent, Unwanted Touch & Public Masturbation

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SEND Videos on Consent, Unwanted Touch & Public Masturbation

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RSE for disabled pupils and pupils with special educational needs 

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RSE for disabled pupils and pupils with special educational needs 

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RSE for disabled pupils and pupils with SEN - SEF

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For many young people with Special Educational Needs or Disabilities (SEND), the internet can be a place where they feel safe, calm and in control. Somewhere they can make friends without having to communicate face-to-face, and build a community which they may not have in their offline life. Whilst recognising the internet is a great resource which young people enjoy using, life online for a child with SEND may pose additional challenges that require careful management and support.

This Hot Topic is designed to support you in understanding the risks of online activity, ensure that you know what to look out for, and provide practical ways in which you can help your child to enjoy their time online.

What opportunities can the internet offer my child?
There are so many positive opportunities for young people online, such as communicating with friends, watching videos or playing games. The internet is an amazing resource for many reasons and it's important to recognise how much young people love using it.
How do I start the conversation and what do I need to know?

Click below to find out how to support your child online

When should I talk about online safety to my child? Open or Close

Whether your child is verbal or non-verbal, the moment your child expresses and interest in the internet, is the time to talk about, discuss or show ways in which they can stay safe online. Allow yourself enough time and choose a quiet space to avoid interruption. Everyone has the right to feel safe and enjoy their time online so it's important for them to understand boundaries and behaviour, both their own and that of other people. The earlier you start this communication, the easier it will be to talk about further online safety concerns in the future.

Join in and find out what they enjoy online. Open or Close

Show an interest and find out what your child enjoys to do online and ask to be shown the things they like to play, look at, or watch. If possible, ask to join in as this will how you exactly what your child sees when they are online. For example, if they want to join a social media site, try creating an account for yourself to get to know how it works and where the settings are. That way, you can be confident in showing them what they need to do. Common Sense Media have some really helpful information and website suggestions.

Learn how to use parental controls. Open or Close

Setting up parental controls and filters on your home internet can help to avoid age-inappropriate images, videos and websites being seen by your child whilst they are using the Wi-Fi. Many devices like phones, tablets and games consoles have parental controls settings to restrict this content, as well as restricting additional costs online, such as in-app purchasing and turning off location functions. Internet Matters provide some helpful information about these settings and how to use them.

Set up a family agreement together. Open or Close

A Family Agreement is a great way of talking about online safety and how to use the internet in a positive way. Establishing an agreement together can help your child understand how to communicate safely and appropriately online and learn what to do if they find themselves in a challenging or unpleasant situation. It will also provide an opportunity for your child to decide who they should go and tell if something confusing or unpleasant happens online. We refer to this person as a trusted adult. These are people they already know, and they could be another relative, teacher, a youth leader or key support worker. If clearly displayed with whatever communication method works best for your child, be it written form or symbol aids, a family agreement can really help to reinforce and remind your child of the important things they need to know.

Get to know the tools which can help keep your child safe. Open or Close

It's important to understand and get to know the tools and safety features on the things your child likes to use. Once you have get to know your child's favourite games, apps and services, ensure that you explore and understand the safety features they have on them. For example, find out what privacy settings they have, where these are and how to apply them. These will enable your child to choose who can see their account and what information online visitors can see. The Safer Internet website has advice about social media settings to help you understand these. Always make sure that you carefully read these as there may be additional levels of privacy available for children and young people, compared to adults.

Other important features to know are where to get help, how to block someone and how to make a report.

The following three options provide information on online content, online contact and online conduct. Choose an option for helpful advice and top tips.

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Supporting young people with SEND online

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For many young people with Special Educational Needs or Disabilities (SEND), the internet can be a place where they feel safe, calm and in control. Somewhere they can make friends without having to communicate face-to-face, and build a community which they may not have in their offline life.

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SEND RSE Day FACES Virtual Workshop Recording 

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SEND RSE Day FACES Virtual Workshop Recording 

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This recording is 7 minutes long and can be paused to complete activities to make the session last up to 30 minutes. Suitable for pupils with SEND and for KS1 pupils.
Play the recording here.
Or use the slides below to deliver yourself.

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Simple conversations to keep your child safe from abuse

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Simple conversations to keep your child safe from abuse

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TalksLet's Talk About...Sex & Disability

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TalksLet's Talk About...Sex & Disability

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Busting myths about sex for people with disabilities.

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A video produced for pupils with learning difficulties

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You being you: Your gender and sexuality

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Films and supporting resources aimed at young people aged 11 to 25 to help them learn strategies for staying safe as they grow up and gain independence.

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Using Love Life resources

The films

There are three films featuring Ash, her friend Jim and her sister Steph.

You can watch the films independently or as a series, although it's most helpful to work through them in the order we've suggested.

Each film is designed to open up different ways of talking about different topics.

Delivering Love Life

The films and resources are designed to be used as part of your ongoing discussions about growing up, relationships and emotions.

The young people you work with may have a range of needs, so the films and activities are flexible and adaptable.

Watch the films in advance and decide how best to introduce them. Choose the activities you think are most suitable and adapt them as necessary. For example, some young people may need help writing or drawing.

We haven't included timings for the activities - these will vary depending on the size of group and needs of the young people you're working with. You could devote a full day to doing all the activities and include two viewings of the films, or carry out individual activities over a number of weeks with repeat viewings of the films.

Some of the activities require you to have specific materials available. These are listed on the activity plan.

It's also helpful to have books on related topics available, which young people can look at in their own time.
> Look at our reading list of resources that can help you deliver Love Life
Upsetting content

While we've taken care to present the issues in Love Life in a non-threatening way, there may be some topics that are upsetting for the children and young people you work with.

Make sure you know how to spot any signs that may indicate a child is at risk of or experiencing abuse and respond appropriately.
> Find out more about recognising and responding to abuse
If a child or young person needs to talk to anyone confidentially, they can contact Childline for free on 0800 1111 or online. You can also download or order Childline posters and wallet cards.

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Love Life: resources for young people with learning disabilities | NSPCC Learning

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Films and activities to help young people with special educational needs and learning disabilities learn about emotions, relationships and identity.

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Ages 11-Adult

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The video shows Ash, her friend Jim and her sister Steph talking about how different experiences and relationships make them feel.
Click here for accompanying resources

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In this film, Ash, Jim and Steph talk about PANTS (The Underwear Rule). They explain that private parts are private and talk about personal boundaries.

They discuss different situations where the PANTS rule might apply and answer questions that young people might have.
Click here for accompanying resources

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It shows the friendship of Ash and Jim begin to change as they grow up. They start having questions about the relationships in their lives and talk to Steph about her relationship with her boyfriend.

The film looks at:

private space

secrets

online safety

safe people

changing feelings

different kinds of love

consent.

Click here for accompanying resources

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Final Report: Talking about sex and relationships: The views of young people with learning disabilities.

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Final Report: Talking about sex and relationships: The views of young people with learning disabilities.

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Garbutt, Ruth, Boycott-Garnett, R., Tattersall, J. and Dunn, J. (2010) Final Report: Talking about sex and relationships: The views of young people with learning disabilities. Project Report. CHANGE, Leeds, UK.

Abstract

We ran a drama group with
young people with learning
disabilities.
We also interviewed parents
of young people with
learning disabilities.
We also talked to groups of
teachers.
There has not been much
research done about this
before.

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Final Report: Talking about sex and relationships: The views of young people with learning disabilities

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Garbutt, Ruth, Boycott-Garnett, R., Tattersall, J. and Dunn, J. (2010) Final Report: Talking about sex and relationships: The views of young people with learning disabilities. Project Report. CHANGE, Leeds, UK. We ran a drama group withyoung people with learningdisabilities.We also interviewed parentsof young people withlearning disabilities.We also talked to groups ofteachers.There has not been muchresearch done about thisbefore.

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Guidance and standards for those working with young people with life-limiting or life-threatening conditions.

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Developing sexuality guidance and standards for professionals who support people with life-limiting conditions

It would be helpful to capture some sexual health things within standards learning like disability, including body image, connections and sexual beings within primary and secondary education.

People with life-limiting conditions are living longer than ever before. The Open University Sexuality Alliance is working to ensure that people with life-limiting conditions are able to live fuller lives.

For the first time, Sexuality Guidance and Standards have been developed by The Open University's Sexuality Alliance to assist staff who support people with life-limiting conditions. The Sexuality Alliance is a partnership including Together for Short Lives, the UK charity for children and young adults with life-limiting, life threatening conditions (LLTCs), other nationally renowned charities, service users, lawyers, academics and public sector organisations in the UK.

The Open University produced a video in early 2015 in collaboration with Together for Short Lives and Rainbows Hospice for children and young people to explore why sexuality standards and guidance for staff, young adults with life-limiting and life-threatening conditions and their families were required. The first phase of this work in 2015 was to produce the video below. The guidance document Talking about Sex, Sexuality and Relationships: Guidance and Standards for those working with young people with life-limiting or life-threatening conditions was launched in London on December 1st 2015 in print and online and a second edition was published in July 2016. Although no major changes have been made to the guidance, some additional legal references and information were added to the second edition which is available both online ( Guidance and Standards second edition (pdf)) and in print (see below). There is also a separate, two page extract (pdf) outlining the Principles, Guidance and Standards.
To request a print copy of either the guidance or extract, please email wels-research-admin@open.ac.uk

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It would be helpful to capture some sexual health things within standards learning like disability, including body image, connections and sexual beings within primary and secondary education. People with life-limiting conditions are living longer than ever before. The Open University Sexuality Alliance is working to ensure that people with life-limiting conditions are able to live fuller lives.

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Practical advice and teaching activities to help educators explore online safety with young people with autism spectrum disorders in Key Stage 3 and 4.

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The STAR Toolkit has been developed by Childnet in partnership with Leicester City Council's Building Schools for the Future programme, with input and support from three schools in Leicester. The guidance aims to equip, enable and empower educators with the relevant knowledge they need to support their learners with autism spectrum disorder (ASD) when they are online.

By speaking to thousands of young people, parents and educators annually, we recognise that technology and the internet offer fantastic opportunities for young people, equipping them with the tools to learn, communicate and play. However, alongside these benefits there are many risks that young people with ASD may be more vulnerable to, including conduct towards others, cyberbullying, contact by strangers, trustworthiness of information and people online and exposure to inappropriate content.

This guidance will increase the knowledge and expertise of school staff in relation to internet safety practice, particularly in understanding and managing potential risks. It will also help and offer suggestions on how to promote a positive, fun and safe experience for learners with ASD.

Each of the 4 sections, which make up the STAR programme, have been developed from information gathered by teaching practitioners who work directly within this sector and the key areas of concerns they imparted. All sections feature the concept of friendship and have a focus on finding the balance between online and offline interaction.

SAFE - Keep your personal information safe

TRUST - Not everything online is true

ACTION - Always stop and tell someone if anything upsets you online

The aim of this guidance is to assist teachers in educating their pupils about the internet and to safeguard them against the dangers that a young person may come across. In this guide you will find the key messages that you will need to communicate to your pupils, and coupled with that are a few teaching methods in how you can do this.

These suggestions may not be suitable for your class, so please do adapt and use this guide as a building block for educating your pupils in the best way that you know how to do. We want your help to build this toolkit to better provide for young people with ASD so please do share your experiences using the toolkit and any adapted resources or ideas that you have used.

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The STAR Toolkit has been developed by Childnet in partnership with Leicester City Council's Building Schools for the Future programme, with input and support from three schools in Leicester. The guidance aims to equip, enable and empower educators with the relevant knowledge they need to support their learners with autism spectrum disorder (ASD) when they are online.

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Programme from the NSPCC designed to give primary school children the knowledge and understanding to speak out if they are suffering from abuse or neglect.

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Speak out Stay safe is a safeguarding programme that aims to equip a generation of children with the knowledge they need to stay safe from abuse and neglect.

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Easy read guide about what it means to be transgender and how to access support.

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Easy read version of Mencap’s vision statement on sexuality and relationships.

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Last reviewed: July 2016 | Next review: Currently being reviewed

Personal and sexual relationships can bring happiness, fulfilment, companionship, love and a greater sense of freedom to the lives of people with a learning disability.

Our vision is a future where the sexual identity, and personal and sexual relationships of people with a learning disability, are recognised, accepted and respected. We want individuals to be empowered to have positive, healthy, informed and safe relationships.

Current situation

Many people with a learning disability say that relationships are important to them. But only 3% of people with a learning disability live as a couple, compared to 70% of the general adult population.

Challenges

Many people with a learning disability would like to pursue intimate or sexual relationships, but they face multiple barriers to developing such relationships, including the following:

Meeting people is more difficult and social isolation is common.

People are not receiving adequate relationships and sex education to give them the skills and knowledge to have healthy and fulfilling friendships and relationships, and to understand and explore their own sexuality.

There is often a lack of privacy which restricts opportunities to explore and understand sexuality.

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Sexuality and relationships - What we think

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Last reviewed: July 2016 | Next review: Currently being reviewed Personal and sexual relationships can bring happiness, fulfilment, companionship, love and a greater sense of freedom to the lives of people with a learning disability.  Our vision is a future where the sexual identity, and personal and sexual relationships of people with a learning disability, are recognised, accepted and respected.

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Love doesn't discriminate, let's celebrate love #CelebrateTheLove

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Love doesn't discriminate, let's celebrate love #CelebrateTheLove

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Love doesn't discriminate, let's celebrate love #CelebrateTheLove

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Webinar: 'Planning & Teaching RSHE in SEND Settings - by the Sex Education Forum

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Webinar: 'Planning & Teaching RSHE in SEND Settings - by the Sex Education Forum

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how safe and healthy outcomes might differ in SEND settings compared to their mainstream equivalents

how to offer an age-appropriate curriculum to learners whose physical/chronological age might outpace their cognitive ability

how to make the RSHE curriculum accessible to ALL learners

how to impart the practical skills young people with SEND need in order to enjoy safe and healthy relationships

Listen on Soundcloud
Listen on Spotify
Listen on iTunes

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Friendships and relationships are a rich and important part of everyone's life – and that includes people with a learning disability.

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Read our advice and support information about sexuality, relationships and people with a learning disability, including answers to your frequently asked questions

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Puberty and sexuality for children and young people with a learning disability

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Puberty and sexuality for children and young people with a learning disability

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Comprehensive teaching pack designed for use with children and young people with severe learning disabilities. The pack uses a range of visual and tactile resources including dance and movement, anatomically correct dolls, role play and experiential learning, and can be used with both individuals and groups of children.

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Going Further, Getting Started: Image in Action 

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Going Further, Getting Started: Image in Action 

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Going Further has been published by Image in Action with funding from the Department of Health and will be useful for staff working with learners with moderate learning disabilities or autistic spectrum disorders. With adaptation, some of the activities can be used with learners with severe learning disabilities. This gives staff a framework of why SRE is needed for learners in FE colleges, how to set up and evaluate a programme, useful resources and organisations.

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Image in Action has written resources for RSE/SEND.

The Confidence Factor, a RSE course for use with pupils with moderate learning disabilities or autism spectrum disorders with lesson plans and worksheets for pupils.
Cost £29.00 including P&P

Going Further, a resource for use with learners with learning disabilities, 16+ or in FE colleges.
FREE to download

Details are listed below with sample pages to give some examples of the resource's content.

To Buy

Our ususal method of processing payment is for you to send us an email containing the following information and we will acknowledge it, process your order and send you an invoice with the resource.

If you would like to raise a purchase order then please send to our email we will then send our invoice quoting your PO number with the resource.

To order

Please send us an email, including the following information:

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Resources required - The Confidence Factor

The Confidence Factor

By Sarah Duignan

Edited By Lesley Kerr-Edwards

Illustrated by Nic Watts

A4/134 pages

Cost: £29 (including postage and packing)

Click here for free sample pages

This creative, practical resource is for use with pupils aged 11-16 with special educational needs such as moderate learning disabilities or autism spectrum disorders in mainstream or special education.

The Confidence Factor presents a course of 12 session plans with clear objectives, activities, materials and worksheets to address issues that are central to the well being of young people:

Who am I and how can I be friends with others?

Feeling good about me and the future

Knowing, liking, loving, trusting; what does this mean?

How can I be assertive?

Bullying and safety

The next stage - more intimate relationships

Sexual feelings and attraction

Love, sex and decision making

Sorting out the myths and getting support

The resource also gives advice about how to set up and assess such a programme, how to involve school staff and communicate with parents.

Going Further

FREE RESOURCE: Going Further: Getting Started

By Image in Action

Illustrated by Nic Watts

A4/14 Pages

Cost: FREE

Download here for free!

FREE RESOURCE: Going Further: SRE Course

By Image in Action

Illustrated by Nic Watts

A4/93 Pages

Cost: FREE

Download here for free!

Going Further is a Sex and Relationship Education Resource for staff working in Colleges of Further Education with learners with additional needs.

Going Further has been published by Image in Action with funding from the Department of Health and will be useful for staff working with learners with moderate learning disabilities or autistic spectrum disorders. It is aimed at learners aged 16+ however, other young people may find some of the activities fun and relevant. With adaptation, some of the activities can be used with learners with severe learning disabilities.

The resource is in two parts in PDF format and is FREE to download. It is subject to copyright restrictions.

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Image in Action has written resources for RSE/SEND. The Confidence Factor, a RSE course for use with pupils with moderate learning disabilities or autism spectrum disorders with lesson plans and worksheets for pupils. Cost £29.00 including P&P Going Further, a resource for use with learners with learning disabilities, 16+ or in FE colleges.