Fostering a child with a disability

Interested in fostering a child with a disability? To find out more fill in the enquiry form and we will get back to you.

We are looking for foster carers who can care for a child or young person with a disability. We need people who can take a child or young person with a disability into their home because they can’t live safely with their families.

We’re also looking for people who can care on a part-time basis.  Carers and families often need a break, the chance to spend time with others and recharge their batteries. Having a break also gives the child new opportunities, to do different things and make new friends. Part time care could be for short breaks such as: daytime, overnight, weekend or school holidays.

Many of our children have additional needs such as autism and learning disabilities and carers will be provided with support and training to be able to communicate and understand a particular child’s needs.

What’s involved in fostering a child with a disability?

You will be managing a child’s varying health needs so you should feel comfortable with this responsibility and be able to drive a mobility vehicle to attend regular health appointments. Your home should be accessible by wheelchair and have extra space for equipment if needed.

If the child is non- verbal or has limited communication, you will be learning how to communicate using symbols. And you will also need physical stamina for moving and handling. It’s not easy but you will be part of the team working closely with the child.  You will be fully supported and given lots of training from the multi- agency health team.

Information on some of the disabilities that our children will need support with

Autism spectrum disorder (ASD) is a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviours. These 'core features' (also known as the ‘triad of impairment’) are persistent throughout an individual’s life but will differ in severity according to various factors, including age or the presence of a learning disability.

Creating a supportive and caring environment

You can help by organising the physical environment to adapt to the sensory needs of each child, for example reducing too much visual stimulation (bright lights, screen lights) or auditory stimulation (loud noise) and to provide opportunities for stimulation such as, running, jumping, weightbearing or resistance activities. If you can provide consistency in the environment, positive routines and predictable structure this will support a child or young person to manage daily living better.

Developing schedules and work systems which incorporate the use of visual aids can help to make expectations clear and avoid unexpected change.

Jack’s carer says:

“I’ve learnt to think like Jack and learn his traits. Jack needs to have information about tasks broken down into smaller chunks e.g. you can’t say go and get a shower, get your PJ’s on and brush your teeth. This would be overwhelming so you would ask Jack to do one thing and then after this is done you would prompt him for the next task, dry yourself and then after that then get your PJ’s on. Jack is very loving but gets on better with younger children or adults as they accept his style of communication more easily. You must have loads pf patience and be one step ahead all the time and be flexible, adjusting the day as it goes along. Jack is a lovely wee boy and we love him to bits. I have a team of health professionals to work with and this has been invaluable”.

A learning disability affects the way a person learns new things throughout their lifetime. It affects the way a person understands information and how they communicate. This means they can have difficulty: understanding new or complex information, learning new skills and coping independently.

A learning disability can be mild, moderate or severe.

Some people with a mild learning disability can talk easily and look after themselves but may need a bit longer than usual to learn new skills. Other people may not be able to communicate at all and have other disabilities as well.

Some learning disabilities are diagnosed at birth, such as Down's syndrome. Others might not be discovered until the child is old enough to talk or walk.

Once a child is diagnosed with a learning disability, their GP can refer them for any specialist support they may need. As a carer you will begin to get to know the team of professionals who will be involved in your child's care.

The right support from professionals – such as GPs, paediatricians (doctors who specialise in treating children), speech and language therapists, physiotherapists, educational and clinical psychologists all help children with a learning disability to reach their full potential.

Susan’s carer says:

“Susan had lost the power of speech due to neglect at home and I took her back through all the baby stages of language development and singing nursery rhymes to her. When my granddaughter came round, Susan would join in and sing with her and so we discovered that Susan loves music and it helps her relax.

As a carer you need a lot of patience as you must repeat instructions many times. It’s helpful to use visual aids as a reminder about routines and tasks. Susan had specialised support and was given sessions in play therapy. She has come on leaps and bounds, is talking and most of all is happy and trusts us. Susan gives so much back, and we are so proud of her, and she is a total joy. We work with many health professionals and are part of the team.”

People with FAS can have problems a range of problems including: issues with their central nervous system, minor facial features, growth problems, learning, memory, attention span, communication, vision, or hearing. They might have a mix of these problems. People with FAS can have a hard time in school and trouble getting along with others.

People with ARND might have intellectual disabilities and problems with behaviour and learning. They might do poorly in school and have difficulties with maths, memory, attention, judgment, and poor impulse control.

Tracy’s carer says:

“I’m still learning about Tracy and getting to know her ways. She loves drawing and colouring in and likes to repeat the same pictures over again. I think she sometimes struggles to know the difference between what is real and what is fiction, but I just try to explain things very slowly and clearly. Tracy is good at listening but is forgetful so you have to say the same things a few times until it stays in her memory. She makes us smile with her funny wee ways like looking over her glasses and pretending to be cheeky. We have a close relationship with school, so we know how to support her with her schoolwork. She finds it hard to play with her children her own age but is getting more confident day by day. As a carer you must have lots of patience and flexibility and be willing to put yourself in her shoes, understand her thinking and how her brain works and then you are halfway there. We can’t imagine life now without her!”

There are many physical disabilities that can affect children, such as delayed walking, deafness or visual impairment. Cerebral palsy (CP) is the most common physical disability in childhood. CP provides an umbrella term for a broad group of non-progressive motor impairment.

Adaptive equipment, such as powered mobility and the introduction of augmentative communication systems such as sign language and picture boards, can have impressive and widespread impacts on social, language and play skills as well as encouraging independent movement.

Other conditions

There are other conditions that may not be traditionally seen as disabilities but are chronic in nature and therefore can have an impact on the child's development in more subtle ways (eg through days lost at school, inability to partake fully in physical activities, need to take medication regularly). These include asthma or diabetes for example.