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Scouting for Youth with Disabilities Manual

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Scouting for Youth with Disabilities Manual Preface listing is not inclusive of everything available in the field. We have attempted to confirm that the contact his manual has been revised and additions T information provided for each resource is accurate have been made with assistance from a special task and provides you with the best way to make contact force of adult volunteers, Boy Scouts of America for needed information. professionals, and professionals working in the field The terminology and references included will vary of disabilities. This manual should be considered a by parts of the country. This manual will continue reference manual. It is not designed to read like a to be a “work in progress” and parts of it will need to novel. Sections are divided by black tabs on the page be changed over time. We are sure there are more at the beginning of each section for ease in finding resources available on each subject and we will at- what information you may need. Use the table of tempt to add them in our next printing. In the final contents as your guide on finding topics of interest. chapter of this manual, Section XIII.B, you will see This manual replaces the previous editions of the the address of where to send any ideas or suggested following manuals: Scouting for the Blind and Visu- changes. ally Impaired, No. 33063D; Scouting for Youth With Updates to this manual will be available as chang- Mental Retardation, No. 33059C; Scouting for Youth es are made and can be downloaded from www. With Emotional Disabilities, No. 32998D; Scouting scouting.org. You will be able to view this manual’s for Youth With Physical Disabilities, No. 33057D; table of contents, with updates noted beside the item Scouting for Youth With Learning Disabilities, No. along with the date it was updated. All updates will 33065B; Scouting for Youth Who Are Deaf, No. be included in the next printing of the manual. 33061B; and Council Advisory Committee on Youth This manual is available for purchase from the With Disabilities, No. 89-239A. National Distribution Center, national Scout shops, The Appendix is divided into the following three council distributors, or direct from the Web. sections: (1) Fact Sheets and Forms, (2) Resources, and (3) Best Practices and Additional Resources. The 1 34059 ISBN 978-0-8395-4059-5 ©2007 Boy Scouts of America 2007 Printing Table of Contents I. Scouting Is a Program of Opportunities 7 Significant Dates 8 II. How to Organize the Scouting for Youth With Disabilities Program in Your Council 9 A. Council Advisory Committee 9 1. Setting Up the Committee 9 2. Potential Committee Organization 10 3. Committee Objectives 10 B. The Committee 10 1. Committee Structure 10 2. Committee Responsibilities/Objectives 10 III. Joining Scouting 13 A. Membership/Age Requirements 13 1. Membership 13 2. Selecting a Scout Unit 13 3. Handling Scouts With Disabilities in a Unit 14 B. Inclusion Versus Disability-Specific Units 14 1. BSA Inclusion Philosophy 15 2. Key Points for Scouts to Think About as They Work With Scouts With Disabilities 15 3. What’s Your Disability? 16 4. Adaptive Approaches 16 C. Starting a Unit for Youth With Disabilities 17 D. Introduction to Advancement 18 1. Sample Guidelines for Questions to Ask for Membership and Advancement 19 E. Partnerships and Opportunities 19 IV. Adult Leadership Support 21 A. Leadership Techniques 21 B. The Role of the Parents 22 1. General Characteristics 22 2. Physical Capabilities 22 3. Mental Capabilities 22 4. Medication 22 5. Discipline 23 6. Diet and Eating Restrictions 23 7. Independent Living or Self-Care Skills 23 8. Transportation 23 9. Unit Operation 23 C. Selecting the Right Adult Leadership 23 1. Leadership Is Opportunity 23 V. Cub Scouting Program 25 VI. Boy Scouting Program 27 A. Alternate Requirements for Tenderfoot, Second Class, and First Class Ranks 28 B. Application for Alternate Eagle Scout Rank Merit Badges 29 1. Instructions 29 2. Guidelines for Advancement to Eagle Scout Rank for Scouts With Disabilities 29 3. The Purpose of the Eagle Scout Award 30 4. Boy Scouting Program Support 30 VII. Venturing Program 33 VIII. Learning for Life Program 35 A. What Is Learning for Life? 35 1. Purpose and Rationale 35 2. Programs in Learning for Life 35 3. Exploring Program 37 4. Additional Features of Learning for Life 37 5. Volunteer Leadership 38 6. Training 38 3 7. Recognitions 38 8. Mission Statement 39 B. Champions Program 39 C. Transition Lesson Plans 40 IX. Understanding Categories of Disabilities and Best Methods 45 1. Common Issues With Disabilities 45 2. Building Self-Esteem Through Scouting 45 A. Definitions of Terms Associated With Disabilities 46 1. Five Categories of Disabilities 46 2. Key Issues Related to Different Disability Categories 48 B. Scouting for Youth With Learning Disabilities 50 1. Caring Adults Can Help Make Dreams Come True 50 2. Information About Learning Disabilities 51 3. Identification Process 52 4. Tips for Scout Leaders 52 5. Sports and the Scout With Learning Disabilities 53 6. Adapting Activities 54 7. Storytelling 54 8. Writing 54 9. Organizing and Planning 54 C. Autism Spectrum Disorders 55 1. Definition 55 2. Incidence 55 3. Characteristics 55 4. Educational Implications 55 5. Tips for Leaders 56 D. Attention Deficit Hyperactivity Disorder 56 1. What is ADHD? 56 2. How Common Is ADHD? 56 3. What Are the Signs of ADHD? 56 4. How Do You Know If a Child Has ADHD? 57 5. What About Treatment? 57 6. Tips for Parents 57 7. Tips for Teachers or Scout Leaders 57 E. Hearing/Speech/Language Disorders 58 1. Options for the Youth Who Is Deaf 59 2. Advantages of a Unit Specifically Designed for Youth Who Are Deaf 59 3. Advantages of a Unit of Hearing Youth 59 4. Deaf Versus Hard of Hearing 60 5. The Onset of Hearing Loss 60 6. Educating Children Who Are Deaf 60 7. How Scouting Can Help Youth Who Are Deaf 61 8. The Prelingually Deafened Youth 61 9. The Postlingually Deafened Youth 61 10. Communication Between Deaf and Hearing Youth 62 11. Restrictions on Participation 62 12. Current Trends and Inclusion 62 13. The Youth Who Is Deaf in a Unit of Hearing Youth 63 14. Advancement 63 15. Advancement in Cub Scouting 63 16. Advancement in Boy Scouting 65 17. Activities 66 18. Activities in Cub Scouting 66 19. Den Meetings 66 20. Pack Meetings 66 21. Activities in Boy Scouts 66 22. Troop Meetings 66 23. Patrol Meetings 67 24. The Outdoor Program 67 25. Events With Hearing Youth 67 26. The Scouting Program in a School for Deaf and Hard-of-Hearing Youth 68 27. Social and Psychological Needs 68 28. Hearing Aids and Cochlear Implants 68 29. Special Activity Considerations 69 4 30. Organizing a New Unit at a Residential School for Youth With Disabilities 71 31. What Human Resources Are Needed? 71 32. Earning the Interpreter Strip 71 F. Emotional/Behavioral/Social Impairments 72 1. Why Scouting for Youth With Emotional Disabilities? 73 2. Planning Activities for Disability-Specific Youth With Emotional Disabilities 73 3. Special Leadership Needs 74 4. A Community Unit 75 5. What You Should Know About Youth With Emotional Disabilities 75 G. Physical Disabilities 76 1. Introduction 76 2. Rewards Beyond All Riches 77 3. Scouting for a Youth in a Special Unit 77 4. Needs of Youth With Disabilities 78 5. Emotional Problems 78 6. The Physical Benefits of Scouting 78 7. Placing Youth in Scouting 79 8. Why Scouting for Youth With Physical Disabilities? 79 9. What You Should Know About the Youth’s Disability 79 10. When a Disabled Youth Joins 80 11. Helping Cub Scouts, Boy Scouts, and Venturers With Physical Disabilities 80 12. Will He Hold Us Back? 81 13. Games and Contests 81 14. Helping the Guy Next to You 82 15. The Youth in a Unit With Scouts Without Disabilities 82 16. Running Your Program 82 17. Slowing Down an Activity 82 18. Trial and Error 82 19. Participation Will Vary 83 20. Help From Parents and Others 83 21. Help With Personal Needs 83 22. Six-Point Plan for Success 83 23. Hiking and Camping 84 24. Good Turns 85 25. Games and Sports 85 26. They All Volunteered 86 27. Leading a Special Unit 87 H. Visual Impairments 91 1. The Scouting Challenge 92 2. Follow Practical Advice 92 3. Discard Old Notions 92 4. Sense Compensations 92 5. Intelligent Discipline and Safety 93 6. Choose the Right Unit 93 7. Leadership Demands in Mixed Units 93 8. Special Units 94 9. Boy Scouting 94 10. Trial and Error 94 11. Group Activities 94 12. Merit Badges 98 13. Additional Opportunities 98 I. Cognitive, Intellectual, and Developmental Disabilities 99 1. Should the Term “Mental Retardation” Be Used? 99 2. What Is Mental Retardation? 100 3. What Are Adaptive Skills? 100 4. How Many People Are Affected? 100 5. How Does Having a Cognitive, Intellectual, and Developmental Disability Affect Individuals? 100 6. How Is Having a Cognitive, Intellectual, and Developmental Disability Diagnosed? 101 7. What Are the Causes of Cognitive, Intellectual, and Developmental Disabilities? 101 8. More About Having a Cognitive, Intellectual, and Developmental Disability 102 9. Comments About Boy Scouts Joining Requirements 102 10. Activities of Common Interest 103 11. Uniforming 103 5 12. Leader Helps 103 13. Faith, Hope, Understanding, and Desire 103 14. Scouting Spirit Gets Results 104 15. Frequent Recognitions Are Effective 104 16. Leaders Learn as They Teach 104 17. Selecting a Unit 105 X. Appendix—Fact Sheets and Forms 107 A. Scouting for Youth With Disabilities and Special Needs Fact Sheet, No.
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