Page 45 - SEN107 SEN Magazine July-August 2020
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resolving arguments and experiencing power issues. These   insights are a crucial aspect of RSE which many children with   SEN do not experience.   Parents can confuse children by giving inconsistent messages   due to embarrassment or lack of engagement in RSE (Evans   et al 2009; McConkey & Ryan 2001). In addition, parents’   strongly held beliefs can cause them to give misinformation or   prejudiced information, which can limit or distort their children’s   understanding, notably around LGBT issues and pregnancy.  Strategies to engage parents in RSE  •  Parents should receive RSE policies and there should   be open dialogue with schools. Although there is no   parental veto, parents should have opportunities to give   feedback on policies. Record discussions of concerns   raised by parents, in case the process is challenged in   future. Evaluation is a crucial part of the implementation   of RSE policies, built on initial assessment of parental   concerns or needs.  •  Present RSE in a holistic way, from friendships to   sociosexual needs and behaviours. Emphasise the   positives in learning about RSE and try to avoid a focus   on purely sexual behaviour. Teach RSE proactively,   don’t wait for sexualised behaviours and ensure parents   understand the possible consequences of reactive RSE.  •  Education, Health and Care Plans (EHCPs) should   focus on RSE issues from friendships, other emotional   and social needs and what has been covered in RSE   lessons. Additionally, transition planning should include   relationships, and sexuality, monitored as measurable   outcomes.  •  Parents should receive feedback on what has been   taught about RSE so that messages can be consistent   between home and school. Schools should reflect   the principles of RSE which parents can emulate at   home, such as privacy in toilets, not permitting use of   homophobic language, supporting personal space and   appropriate touch. There should be an available staff   member whom parents can approach for advice or to   signpost them to another agency.  •  Engage parents at school events to provide feedback   or give information e.g. parents’ evening by having   presentations, stands with information or individual   surgeries or drop-in sessions with key members of staff.   Offer information evenings for new parents, with key   staff and resources to be used in lessons.  •  Use existing parents’ groups or forums to disperse   information and get feedback on RSE policy, but also   develop new channels of communication, such as   governor or PSHE co-ordinator surgeries.  •  Schools can create regular sessions linked to RSE   policy, for example, workshops for parents giving them   the opportunity to explore what will be taught and to   handle RSE resources. At the beginning of the school   year, parents can be invited to meet their child’s teacher,   whether new or existing teacher, as an opportunity to   discuss RSE.  •  In arranging training about RSE, ensure parents explore   their feelings and attitudes surrounding RSE, which   research shows is instrumental in gaining parental   engagement. LGBT issues should be included. Have   RSE resources available for loan to parents.  •  Schools can support friendships via selection of tutor   group composition, giving pupils an opportunity to   select one/two pupils to continue with in class post-16   and identifying developing friendships for parents of   those with greater additional needs.   •  Meet with parents if a sexuality issue arises in school   and supply visuals to support the child at home   e.g. social narratives or scripts relating directly to   inappropriate touch in the classroom.   •  Keep RSE and surrounding issues as low key as   possible. Sexuality is one of the most sensitive subjects   to discuss with parents, so keep the approach positive   and suggest practical steps to tackle issues.  RSE is particularly important for pupils with SEN. Delivered   in an accessible format and supported by parents, RSE will   create pathways for greater community involvement and more   fulfilling lives for people with SEN. Used properly, RSE can be   instrumental in limiting sexual abuse.   References    Evans, D.S. McGuire, B.E. Healy, E. & Carley, S.N. (2009) ƒ  ‘Sexuality and personal relationships for people with an   intellectual disability. Part II staff and family carer perspectives’   Journal of Intellectual Disability Research   Vol 53 Part II p913-921     McClelland, A. Flicker, S. Nepveux, D. Nixon, S. Vo, T. Wilson, ƒ  C. & Marshall, Z. (2012) ‘Seeking safer sexual spaces: queer   and trans young people labelled with intellectual disabilities and   the paradoxical risks of restriction’   Journal of Homosexuality 59  p808-819     McConkey, R. & Ryan, D. (2001) ‘Experiences of staff in dealing ƒ  with client sexuality in services for teenagers and adults with   intellectual disability’   Journal of Intellectual Disability Research   Vol 45   (1) p83-87   About the author  Kate Reynolds   is an author,   public speaker and consultant   working in relationships and   sexuality education for young   people with special educational   needs. She has two children on   the autism spectrum.  Schools must develop and publish   RSE policies and deliver a broad   and inclusive curriculum  senmagazine.co.uk  SEN  107  45  Sex education


































































































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