Child Safety Tips for Parents

Both men and women with disabilities are at least twice as likely to be victims of violence as people without disabilities. As many as 85% of people with cognitive disabilities will experience some form of sexual assault in their lifetime.

Isolation and dependence put people with disabilities at an especially high risk of abuse. Research on perpetrators of abuse shows that the abuse is a conscious, planned act and that people with disabilities are often purposely selected as victims because they are seen as easy targets.

Abuse of people with disabilities is an ugly reality and UCP Michigan is committed to working to stop it. Safe Place in Austin, Texas, is a leading expert in the effort to prevent violence against people with disabilities and improve the quality of services to people with disabilities if they are victims. 
 

Safe Place offers the following tips for parents to teach your child about personal safety: 

• Touches: Identify various types of touches- touches that are appropriate (e.g. a goodnight kiss from mom, high fives with friends, medical checkups) and touches that are not okay (e.g. pulling hair or touching another’s private parts without permission).
• Safety planning: Discuss possible safe ways to respond to hurtful or dangerous situations. Examples include leaving the situation, yelling for help, saying “NO!” and telling trusted adults. Have your child identify who he or she trusts.
• Rights: Talk to your children about their rights. Allow them to tell you “no” sometimes. If someone tries to hurt them, they will have practice saying “no”.
• Secrets: Talk about “fun” secrets and “special” secrets. A surprise birthday party is a “fun” secret and is okay not to tell. “Special” secrets are hurtful (e.g. an adult fondling a child and making a threat if the child tells). A child needs to tell trusted adults if someone asks him or her to keep a “special” secret.
• Social behaviors: Talk to your child about behaviors that are socially acceptable in public (e.g. shaking hands) versus private places (e.g. changing clothes).
• School: Ask your child’s school to provide abuse prevention, sexuality education, and personal safety drills to reinforce the concepts taught at home.
• Sexuality/puberty: Don’t assume your child does not need to know about sexuality just because of a disability. Discuss the medical terms and functions for all body parts, including private parts. As puberty approaches, talk about natural body changes.
• Suspicion/disclosure of abuse: If your children tell you about abuse, believe them. Report suspicion of abuse to police and child protective services. Seek medical attention if necessary, and counseling.
• Augmentative Communication: If your child uses a communication board or other augmentative communication device, update it with words or symbols for communicating about personal safety, including words for private body parts and words for violent actions. It is critical that your child be able to tell you if he or she experiences abuse. Possibilities include a switch with a pre-recorded message, whistle, or other alarm device for signaling emergencies.
• Personal care providers: When hiring personal care providers, be clear about your expectations, check references, including people they’ve cared for, do criminal background checks, and provide ongoing supervision and feedback. If your child lives in a group home or institution, get to know the direct care staff and administration. Visit often. Trust your instincts and address your concerns if you think there may be problems.