A Scout Leader's Resource for Scouts with Disabilities

A Scout Leader's Resource for Scouts with Disabilities

A research thesis submitted to the College of Commissioner Science

Longhorn Council Boy Scouts of America

in partial fulfillment of the requirements for the

Doctor of Commissioner Science Degree

By

William Michael Nolen 2011

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TABLE OF CONTENTS

Preface and Thesis Approval .... . .. ..... . . . ...... .. .... . ......... ....... .4

Chapter 1 Scouts with Disabilities and Special Needs .. . . ... ...... ........ .. ... .. .......... 6

Chapter 2 History of the Americans with Disabilities Act .... . .. .. ....... . . ... ....... . . . ... 8

Chapter 3 National BSA Policy on Advancement for Youth Members with Special Needs ........ . .... . . . . ..... .. .. ...... .... .... .. ...... ....... . . . .. ...... .. . . ... .... . . .. 14

Chapter 4 Lawsuits against the Boy Scouts of America (Within the ADA topic) ...... .. . . ............. . . ... ..... .. .. . .... . .. ... .... . . . . . . .. 21

Chapter 5 What does a Scout Leader to do? .. . . ...... .. . ...... . . ... ...... .... . . . .. . .......... 23

Chapter 6 Final Words . ... . ....... . .. . . .. . .... .. ........ .. ....... ... .... . ... . .. ... ...... . ..... .. 15

References and Bibliography ............... . ...... . . . . .. .. . ... . .. ........ . . . . . ... 28

Resource Guide for Youth with Disabilities ....... . .. . . ... . . ... ............. . .. 29

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PREFACE

I have served as a volunteer Scouter for over 22 years and the last seven years in the role of

commissioner service as a Unit Commissioner and Assistant District Commissioner. Before

becoming a Commissioner I held the positions of Assistant Scoutmaster and later as Scoutmaster

for Troop 456 chartered by the Peace Lutheran Church of Hewitt, TX. I was the first Cubmaster

for Pack 456 for this same charter organization. I served in various Den Leader roles for Pack

457 and Pack 476 both units also located in the Hewitt, TX community. After stepping down as

Scoutmaster for Troop 456 I joined Troop 308 where I served on the troop committee. I have

also served on the District Committee for the Indian Nations District within the training

committee for six years of which the last three years I was the District Training Chair for this

district. I have two sons of which both are Eagle Scouts with Silver Palms. One of my sons was

classified as a 'slow learner' and also had a mild case of cerebral palsy. The second son was

classified as ADHD. I am also one of the few scoutmasters in the Longhorn Council to have

worked with a boy (actually a young man) who made Eagle Scout at the age of29 years because

of his mental disability. Over the years, I've acquired books and other writings dealing with

scouts and their disabilities, but have not found a single document which covers a broad

spectrum and how to deal with boys having physical or mental disabilities. This project does

that and provides a source of references for the scout leader to draw from.

Narrowing down the scope has been my dilemma with this project. The more that I wanted

to tell how to handle certain disability problems the deeper I got into a world that I was not

qualified to medically and professionally speak about. What I am about to present is to list as

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many of different resources of books and internet sites so that a leader will have the proper

information in hand to accommodate a special needs Scout. The leader will hopefully be able to

look up a resource, and then read up on the disability. That person will then be better informed

or at least be able to seek out more professional help for the scout with the disability. In this

paper I have listed policies set by the Boy Scouts of America as well has including a summary of

the Americans with Disabilities Act including updates to this law since its inception. In my

opinion there is enough policy laid out by the BSA to cover all contingencies that a Scout leader

will encounter. A Scout leader simply needs to familiarize oneself with the procedures and

proceed with filing of the proper paperwork to accommodate the Scout.

One other goal of mine is to create a Power Point presentation that would allow the works of

this document to be incorporated into a training course setting in either the Commissioners

College or a supplement training guide to be used in a Roundtable training meeting. That Power

Point presentation is included with this thesis. It is entitled "Scouts with disAbilities and Special

Needs."

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Chapter 1

Scouts with Disabilities and Special Needs

An Introduction

Since its founding in 1910, the Boy Scouts of America has had fully participating members

with physical, mental, and emotional disabilities. Most of the BSA's efforts have been directed

at keeping such boys in the mainstream of Scouting. It has also recognized the special needs of

those with severe disabilities. Our first Chief Scout Executive, Dr. James E. West, was himself

disabled with multiple disabilities.

The basic premise of Scouting for youth with disabilities is that they want most to

participate like other youth and through Scouting they are given that opportunity. Much of the

program for Scouts with disabilities is directed at:

• helping unit leaders develop an awareness of disabled people among youth without

disabilities

• encouraging the inclusion of Scouts with disabilities in Cub Scout packs, Boy Scout

troops, Varsity Scout teams, Venturing crews, and Sea Scout ships.

Many of the approximately 300 BSA local councils have established their own advisory

committees for Scouts with disabilities. These committees develop and coordinate an effective

Scouting program for youth with disabilities, using all available community resources. Local

councils also are encouraged to provide accessibility in their camps by removing physical

barriers so that Scouts with disabilities can participate in summer and resident camp experiences.

Some local councils also have professional staff members responsible for the program for

members with disabilities.

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The BSA's policy has always been to treat members with disabilities as much like other

members as possible, but it has been traditional to make some accommodations in advancement

requirements if necessary. This policy is designed to keep Scouts with disabilities as much in the

mainstream as possible. Practical suggestions are made to leaders as to approaches and methods

they can use. Giving more time and permitting the use of special aids are other ways leaders can

help Scouts with disabilities in their efforts to advance; the unit leader plays a crucial role in that

effort. 1

1 Tall Pine Tree Council, BSA http://www.tpcbsa.org/Program/SpecialNeedsShootingStar/whatisspecialneedsscouting.html

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Chapter 2 A Historical Perspective of the Americans with Disabilities Act

The Americans with Disabilities Act (ADA) signifies the adoption of a public policy

committed to the removal of a broad range of impediments to the integration of people with

disabilities into society. Historically, societies have frequently misconstrued, overreacted to, or

ignored differences in individual mental and physical abilities. Recorded instances of ridicule,

torture, imprisonment and execution of people with disabilities are not uncommon. One

commentator stated that "Our society is still infected by an insidious, now almost subconscious

assumption that people with disabilities are less than fully human, and therefore are not fully

eligible for the opportunities, services and support systems which are available to other people as

a matter of right."

In colonial times, it was considered the family's responsibility to care for individuals born

with disabilities or those who became disabled later through illness, injury or other causes.

According to a leading authority, "Fear, shame and lack of understanding led some families to

hide or disown their disabled members or allow them to die." A system of "farming out" those

individuals whose families were unable or unwilling to support them to people who received

public assistance to provide for their room, board, and care survived until the latter part of the

19th century. Public concern over abuses--including recorded cases in which care providers

collected their fees and then locked people with disabilities in attics to starve or freeze to death

eventually led to a change in focus.

A shift towards more organized, institutionalized care began in the 1820's. The term

"warehousing," sometimes used to describe this type of treatment, refers to the fact that most

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such care was custodial in nature and resulted from a view of people with disabilities as

defective, incompetent, and in need of special institutions, care, and services which isolated them

from society in order to survive. Specialized institutions for individuals with particular types of

disabilities were developed. These also were custodial in nature. This pattern of

institutionalization has fallen into disrepute for two principal reasons. First, individuals living in

these institutions were subjected to abuse and neglect on a massive scale. Second, and even more

fundamental, it was not the purpose of these institutions to promote the productivity or

independence of those residing in them because the prevailing concept of disability at the time

assumed that to attempt to do so was futile. The protective isolation model operated on the

assumption that people with disabilities needed protection from the hardships of society. The loss

to these individuals and to society of their freedom and contributions cannot be calculated. As a

result many individuals who could have contributed to society and lived productively have been

isolated and segregated.

In the 1920's the return of veterans of the first World War and an increase in industrial

accidents meant there were large numbers of people with disabilities for whom rehabilitation and

a return to work began to be considered as appropriate goals. Federal legislation created the

forerunner to the rehabilitation structure in the United States, currently embodied in the

provisions of the Rehabilitation Act of 1973.

The period from 1920 to 1960 was marked by the development of welfare and entitlement

programs as an alternative to total care institutions. The return of WWII and Korean War

veterans led to an increase in the range of available rehabilitation services. Developments in

medical technology increased the number of individuals surviving disease and accidents and

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significantly increased the ability of people with disabilities to be more physically mobile. A

burgeoning of the rehabilitation profession began. More work and recreational programs were

created, although most of the organizations sponsoring them were run by nondisabled people and

the programs were usually sheltered and segregated. Many of these organizations advocated for

legislative and policy changes which led to the provision of some services for people with

disabilities. The charity approach to disability, characterized by efforts to care for people with

disabilities, was evidenced among those who wanted to "help the handicapped." One observer

has characterized this period as one of "an increasing humanization of certain classes of disabled

people based on qualities of deservedness, normalcy and employability and a move from total

societal indifference to a recognition that the remaining 'unfortunates' must receive some level of

minimal care."

The disability rights movement has increased in momentum over the course of the past

twenty years. In contrast to earlier conceptions of disability, it presupposes the human potential

of people with disabilities, maintains that people with disabilities are competent and have the

right to govern their lives, and holds that the proper goals of public policy is the creation of

meaningful equal opportunity. Core to the movement is the elimination of attitudinal,

communication, transportation, policy and physical barriers which will result in a substantial

enhancement in the integration of people with disabilities into our society.

Influenced by the goals, rhetoric and tactics of the civil rights movement, the modern

disability rights movement has been marked by the increasing prominence of people with

disabilities themselves as its leaders and spokespersons and the emergence of the first national

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cross-disability organization in the 1970's. It rejects paternalistic treatment that impedes the

realization of the full potential of people with disabilities.

Congress, since 1968, has passed a series of laws focused on the goal of integration through

the provision of meaningful equal opportunity. Some of these statutes provided access to a

limited class of public facilities and public transportation. The Rehabilitation Act of 1973, in

addition to providing for the establishment of comprehensive programs of vocational

rehabilitation and independent living, also created a federal board to coordinate and monitor

access to public buildings and transportation, prohibited discrimination in employment by the

federal government's Executive Branch, and required affirmative action in the hiring of people

with disabilities by federal agencies and contractors. It also included the key national mandate

prohibiting discrimination against people with disabilities by recipients of federal financial

assistance. This last provision, Section 504 of the Rehabilitation Act, later served as a model for

many of the ADA's provisions. The Education of All Handicapped Children Act of 1974

mandated an end to separate and unequal educational opportunities by requiring that all children

with disabilities be entitled to a free appropriate public education. Legislation was passed that

contained a bill of rights for people with developmental disabilities aimed at promoting the

integration of such individuals into the community. The Fair Housing Act of 1968 was amended

in 1988 to add protection for people with disabilities in this critical area.

In the employment arena a number of companies, partly in response to federal mandates,

have found that hiring people with disabilities has helped improve the company's performance.

Their spokespersons have indicated that they do so not hire persons with disabilities for altruistic

reasons but in order to strengthen their workforce and the health of their enterprises. Business

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leaders have spoken out in favor of "full participation" for citizens with disabilities, arguing that

business has an economic stake in hiring individuals with disabilities and, in so doing, taking

advantage of the pool of potential talent they represent.

Notwithstanding these significant developments, the overall status of people with

disabilities in our society remains dismal. As President Bush said, "People with disabilities are

the poorest, least educated, and largest minority in America." Two thirds of Americans with

disabilities between the ages of 16 and 64 are not working at all; yet a large majority of those not

working say they want to work.

It was in this context that the National Council on Disability, an independent federal agency,

issued, in 1986, Toward Independence, a report that examined incentives and disincentives in

federal laws towards increasing the independence and full integration of people with disabilities

into our society. Among the disincentives to independence it identified were the existence of

large remaining gaps in our nation's civil rights coverage for people with disabilities. A principal

conclusion of the report was to recommend the adoption of comprehensive civil rights

legislation, which became the ADA.

First introduced in the 100th Congress, the ADA bans discrimination in the areas of

employment, public accommodation, public services, transportation and telecommunications.

President Bush signed the ADA into law on July 26, 1990. Final regulations for Title I, the

employment provisions of ADA, were issued on July 26, 1991 by the Equal Employment

Opportunity Commission. The Department of Justice, on the same day issued final regulations,

for Titles II (public services) and III (public accommodations).

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The ADA was amended in 2008 to broaden coverage of individuals with disabilities that had

been narrowed by several Supreme Court decisions. Its provisions became effective on January

1, 2009. Language in the preamble was changed to emphasize that Congress intended to cover a

broad range of persons with disabilities. 2

2 Disability Rights Education & Defense Fund http://www.dredf.org/publications/ada history.shtml

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Chapter 3

National BSA Policy on Advancement for Youth Members with Special Needs

Advancement for Youth Members with Special Needs

The following are the guidelines for membership and advancement in Scouting for persons

having disabilities or other special needs. The American with Disabilities Act of 1990 (ADA)

provides the following definition of an individual with a disability:

"An individual is considered to have a 'disability' if she/he has a physical or mental

impairment that substantially limits one or more major life activities ( e.g., . .. seeing

hearing, speaking, walking, breathing, performing manual tasks, learning, caring for

oneself, and working), has a record of such impairment, or is regarded as having such

an impairment.

"An individual with epilepsy, paralysis, HIV infection, AIDS, a substantial hearing or

visual impairment, mental retardation, or a specific learning disability, is covered, but

an individual with a minor, nonchronic condition of short duration, such as a sprain,

broken limb, or the flu would not be covered by the ADA.

"The ADA definition protects individuals with a record of a disability and would cover,

for example, a person who has recovered from cancer or mental illness.

"And the ADA protects individuals who are regarded as having a substantially limiting

impairment, even though they may not have such impairment. For example ... a

qualified individual with a severe facial disfigurement is protected from being denied

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employment because an employer feared the 'negative reactions' of customers or

coworkers."

The Department of Education identifies a severely handicapped child as one who, because

of the intensity of his physical, mental, or emotional problems, or a combination of such

problems, needs education, social, psychological, and medical services beyond those that have

been offered by traditional regular and special educational programs, in order to maximize his

full potential for useful and meaningful participation in society and for self-fulfillment. Such

children include those classified as seriously emotionally disturbed or profoundly and severely

mentally retarded, and those with two or more serious handicapping conditions, such as the

mentally retarded blind, and the cerebral-palsied deaf.

Membership

The chartered organizations using Scouting program determine, with approval from

appropriate medical authorities, whether a youth member is qualified to register (based on the

above definitions) beyond the normal registration age. The Cubmaster's signature on the Cub

Scout application, the Scoutmaster's signature on the Boy Scout application, the Varsity Scout

Coach's signature on the Varsity Scout application, the Advisor's or Skipper's signature on the

Venturing application, or on the unit's charter renewal application certify the approval of the

chartered organization for the person to register. The local council must approve these

registrations on an individual basis.

The medical condition of all candidates for membership beyond the normal registration age

must be certified by a physician licensed to practice medicine, or an evaluation statement must

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be certified by an educational administrator. Use the Personal Health and Medical Record Form

to list any corrective measures, restrictions, limitations, or abnormalities that must be noted. In

the case of mentally retarded or emotionally disturbed candidates for membership, their

condition must be certified by a licensed psychologist or psychiatrist. Current health, medical, or

certification records of all youth members beyond the normal registration age who have

disabilities are to be retained in the unit file at the council service center.

Boy Scout Advancement

All current requirements for an advancement award (ranks, merit badges, or Eagle Palms)

must be actually met by the candidate. There are no substitutions or alternatives permitted except

those which are specifically stated in the requirements as set forth in the current official literature

of the Boy Scouts of America. Requests can be made for alternate rank requirements for

Tenderfoot, Second Class, and First Class using the information outlined in this chapter. No

council, district, unit, or individual has the authority to add to, or to subtract from, any

advancement requirements. The Scout is expected to meet the requirements as stated -- no more

and no less. Furthermore, he is to do exactly what is stated. If it says, "show or demonstrate,"

that is what he must do. Just telling about it isn't enough. The same thing holds true for such

words as "make," "list," "in the field," and "collect, identify, and label."

Alternate Requirements for Tenderfoot, Second Class, and First Class Ranks.

A Scout who is unable to complete any or all of the requirements for Tenderfoot, Second

Class, or First Class rank because he is physically or mentally disabled may complete alternative

requirements if the following criteria are met:

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1. The physical or mental disability must be of a permanent rather than a temporary nature.

2. A clear and concise medical statement concerning the Scout's disabilities must be

submitted by a physician licensed to practice medicine. In the alternative, an evaluation

statement certified by an educational administrator may be submitted. The medical

statement must state the doctor's opinion that the Scout cannot complete the

requirement( s) because of a permanent disability.

3. The Scout, his parents, or leaders must submit to the council advancement committee, a

written request that the Scout be allowed to complete alternative requirements for

Tenderfoot, Second Class, or First Class rank. The request must explain the suggested

alternate requirements in sufficient detail so as to allow the advancement committee to

make a decision. The request must also include the medical statement required in

paragraph two above. The written request for alternate requirements must be submitted to

and approved by the local council prior to completing alternate requirements.

4. The Scout must complete as many of the regular requirements as his ability permits

before applying for alternate requirements.

5. The alternate requirements must be of such a nature that they are as demanding of effort

as the regular requirements.

6. When alternate requirements involve physical activity, they must be approved by the

physician.

7. The unit leader and any board of review must explain that to attain Tenderfoot, Second

Class, or First Class rank a candidate is expected to do his best in developing himself to

the limit of his resources.

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8. The written request must be approved by the council advancement committee, utilizing

the expertise of professional persons involved in Scouting for disabled youth. The

decision of the council advancement committee should be recorded and delivered to the

Scout and his leader.

The council committee responsible for advancement must then secure approval of the

council executive board. The Scout executive must attach a letter to the application indicating

that the executive board has approved the application.

The candidate's application for the award must be made on the Eagle Scout Rank

Application or Quartermaster Award Application and recorded on the Advancement Report

form.

In the application of these policies for Scouts with special needs, reasonable accommodation

in the performance of requirements may be made. These may include things such as the

extension oftime, adaptation of facilities, or the use of equipment or necessary devices

consistent with the known physical or mental limitations of the handicapped individual. It is

urged that common sense be employed.

Alternate Merit Badges for the Eagle Scout Rank

1. The Eagle Scout rank may be achieved by a Boy Scout, Varsity Scout, or qualified

Venturer who has a physical or mental disability by qualifying for alternate merit badges.

This does not apply to individual requirements for merit badges. Merit badges are

awarded only when all requirements are met as stated.

2. The physical or mental disability must be of a permanent rather than a temporary nature.

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3. A clear and concise medical statement concerning the Scout's disabilities must be made

by a physician licensed to practice medicine, or an evaluation statement must be certified

by an educational administrator.

4. The candidate must earn as many of the required merit badges as his ability permits

before applying for an alternate Eagle Scout rank merit badge.

5. The candidate must complete as many of the requirements of the required merit badges as

his ability permits.

6. The Application for Alternate Eagle Scout Award Merit Badges must be completed prior

to qualifying for alternate merit badges.

7. The alternate merit badges chosen must be of such a nature that they are as demanding of

effort as the required merit badges.

8. When alternates chosen involve physical activity, they must be approved by the

physician.

9. The unit leader and the board of review must explain that to attain the Eagle Scout rank, a

candidate is expected to do his best in developing himself to the limit of his resources.

10. The application must be approved by the council committee responsible for advancement,

utilizing the expertise of professional persons involved in Scouting for people with

special needs.

11. The candidate's application for Eagle must be made on the Eagle Scout Rank

Application, with the Application for Alternate Eagle Scout Award Merit Badges

attached.

Certification.

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Certification must be given by the appropriate local council committee responsible for

advancement that each Eagle Scout candidate over the age of 18 and Venturing award candidate

over the age of 21 has met the requirements as stated in the current official literature of the Boy

Scouts of America. (A representative of the council advancement committee must be a member

of the Eagle board of review.)

Woods Services Award.

This annual award was established to recognize volunteers who have performed exceptional

service and leadership in the field of Scouts with disabilities. Nomination forms are sent annually

to councils every September with a December 31 deadline. One person is selected each spring

for national recognition.

Torch of Gold Certificate.

This is for local council use in recognizing adults for outstanding service to youth with

disabilities. Order No. 33733. 3

3 Advancement Committee Policies and Procedures, BSA# 330888, revised 2009

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Chapter 4

Lawsuits against the Boy Scouts of America (Within the ADA topic)

In my opinion lawsuits against the BSA concerning the ADA rates very low compared to

the recent sexual abuses, belief in a Supreme Being, and contractual agreement lawsuits. I am

sure there have been several lawyers approached by parents that felt the BSA had not been fair

when they felt that their son had not been fairly given a level playing field when it comes to

advancement within a pack, troop, crew or ship compared to boys who are for the most part

normal.

The bottom line that appeared in my research is from a court case in the United States

District Court, for the District of Maryland, case number RWT 10cv2768, Wolfgang Staley vs.

National Capital Area Council (NCAC), BSA for alleged violations of the Americans with

Disabilities Act ("ADA") and the Rehabilitation Act. Staley and Officer (both plaintiffs) claimed

that NCAC refused to provide a sign language interpreter for Staley, who is deaf, at Boy Scout

meetings and trips in violation of federal law.

The Court ruled that the Plaintiffs' ADA claims were to be dismissed and the Court ordered

the parties to engage in limited discovery concerning Plaintiffs' Rehabilitation Act claims.

Basically, the NCAC in this case is considered not an organization of a public club or location

and is therefore NOT covered under the ADA. An organization does not become an owner or

operator of a place of public accommodation merely because a group of its members determines

to visit that place of public accommodation. At the same time the court did state that if the

plaintiff were to provide an interpreter then the said Boy Scout troop would have to work with

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the Scout in question allowing a level playing field so that said Scout could advance in rank and

associate with in the troop. 4

My research suggests that legal action concerning the ADA is one ofNational's smaller

problems. If one follows the policies set forth by National a leader can rest assured that he will

have the proper guide lines for handling a Scout with special needs.

4 UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MARYLAND

WOLFGANG STALEY, et al. , * * Plaintiffs, * * v. • Case No.: RWT l0cv2768

NATIONAL CAPITAL AREA COUNCIL,* BOY SCOUTS OF AMERJCA,

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Chapter 5 What does a Scout Leader to do?

The Unites States Marines Corps have one overriding thought pattern that weaves its way

into everything connected with the Corps: Improvise, Adapt, and Overcome. This should be a

Scout Leaders motto when it comes to Scouts with special needs. 5

I inject one step before following the Marines and that is to detect and identify the problem.

Detection and identification of a problem are the first step in helping the Scout. A well trained

Scout Leader will usually notice that something is not quite right about a Scout just by the way a

Scout acts. This can be detected just by watching the Scout. The Scout could be hyper active or

super quite and just sets in the corner of a room. A Scout Leader will note the issues at hand

and will usually just try talking to the boy, with another scout leader present to find out what can

be done to help the Scout.

If identification is made then the next step is to speak with the boy's parents or guardian to

see if the Scout has any special needs. Another source of information is the annual medical form

which should list any defects, special needs, and medications the Scout is taking for medical or a

mental issue. If the Scout Leader is fortunate enough a doctor may attach a statement with the

annual medical form informing the Scout Leader of any special needs the Scout may have need

of. Any of the above mentioned will allow a Scout Leader to adapt and to accommodate the

Scout positively so that that the Scout can have an enjoyable program.

My experience with parents has been mixed in what reaction you may get from a parent

when you ask about "Johnnie's" little problem. Parents will span the entire spectrum from total

isolation and don't want to talk about the problem to a complete overload of information and

5 .Life Lessons From the Marines http://socyberty com/advice/life-lessons-from-the-marines-improvise-adapt-overcome'

23

being what I refer to as a helicopter parent. For those that don't know, a helicopter parent is a

person who continues to be 'hovering' over their child and their activities and never giving them

the freedom to succeed or have a 'successful' learning experience. It is through failure that we

all pick ourselves up and try again to succeed in our endeavors. There will be the normal parents

who will with great relief in their eyes and faces thank you when you approach them about the

Scout's problem. Insure them that you are there to help the Scout and them, but do not play the

professional physiologist.

The last thing that a Scout Leader can do is have a wealth of knowledge and resources in

hand when special needs issues arise. Anyone with one hour of time can discover a bonanza of

information just by doing a search on the Internet. Keep your search quarries to simple phases

such as 'ADHD' or 'cerebral palsy' just for examples will yield a wealth of information. Either

store the addresses in your 'Favorites' on your web browser of your choice or copy and paste the

article to a Word document or text file to be stored on your hard drive of your computer. Start

early organizing your stored articles properly. I speak from experience that you will remember a

document you once had and fail to remember where you stored it and, of course, that is when

you will need said document in your most (seemly) desperate hour. Another suggestion is for the

Scout Leader to just go to the Scout Shop and start purchasing literature published by the BSA. I

have provided a list of booklets that can be purchased through you local Scout Shop at the end of

this document in the Resource Guide.

One of the best websites I have encountered is known as ' Working with Scouts With

disAbilities', http:/www.wwswd.org/. Notice how this site spells 'disAbilities' . They want to

24

demonstrate how to take a negative and turn it into a positive. Through that demonstration one

learns to communicate. I have listed their website sitemap in the Resource Guide. 6

6 Working With Scouts With disAbilities http:/www.wwswd.org/

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Chapter 6

Final Words

The Scout Leader needs to keep one operational word in mind as he works with Scouts with

special needs. That operational word is ' inclusion'. The one thought in that Scout's mind is he

wants to be treated as close to normal as possible. We the leaders are there to provide a level

playing field. Look that Scout in the eye and tell him he will have to follow the rules just like the

other boys do, but if a barrier presents itself that you will work with him to get around barriers or

obstacles that would otherwise prevent him from advancing.

In closing I would like to quote a Scouter that occasionally writes to the Scouts-L Youth

Group List [[email protected]] located on the Internet. No matter what the subject or

the problem he always has this closing. 7

"In the mean time take a few boys camping, toss them your old handbooks and go

fetch your dinner (set the example) when they come a running to you for guidance

give them just enough so they scamper off into theforests,fields, and streams and

seek solitude and competence from those stalwarts Earth, Wind, Fire, and Water ....

Soon you will bring back "SCOUTS" prepared for any old thing seeing old problems

not with your eyes but their new eyes and tools which will hold them a life time ..

All scouting is local."

7 SCOUTS-L Welcome and lntroduction http://www.engr.tcu.edu/-eidson/scouts-l/swelcome html

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Scouting is what happens at the Pack, Troop, Crew, or Ship level or what is better known as

the unit level. BSA National through you local Council and District sets the policies and

guidelines that a unit must follow. Through your unit's charter agreement and annual renewal of

this document your unit agrees to follow these policies and guidelines from BSA National. Do

not add to or take from any of these policies. Once you have read through the policies and

guidelines I believe you will find that the rules have enough bend and flexability to accomadate

all Scouts. 8

8 Boy scouts of America htto·//scouting.org/sitecore/content/home/commjssioncrs.asox

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References and Bibliography

1. Tall Pine Tree Council, BSA http://www.tpcbsa.org/Program/SpecialNeedsShootingStar/whatisspecialneedsscouting.html

2. DISABILITY RIGHTS EDUCATION &DEFENSE FUND History of the Americans Disabilty Act

http://www.dredf.org/publications/ada history.shtml

3. National BSA Policy on Advancement for Youth Members with Special Needs

Advancement Committee Policies and Procedures, #33088B, revised 1999

4. IN THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MARYLAND * WOLFGANG STALEY, et al., * * Plaintiffs, * * v. * Case No.: RWT 10cv2768

* NATIONAL CAPITAL AREA COUNCIL, * BOY SCOUTS OF AMERICA,

http://www.mdd. uscourts. gov /Opinions/Opinions/S taley%20et%20al %20v. %20N ational %20 Capital %20Area%20Council%20Boy%20Scouts%20of%20America%20%5BRWT-10-2768%5D%20Memo-Opinion%20and%20Order%206.9. l l .pdf

5. Life Lessons from the Marines http://socyberty.com/ advice/life-lessons-from-the-marines-improvise-adapt-overcome/

6. Working With Scouts With disAbilities http:/www.wwswd.org/

28

Resource Guide For Youth With Disabilities

FOR CUB SCOUT PACKS

Audio recordings of Cub Scout Leader, Wolf, Bear, and Webelos Books are available on loan through the free library service provided by the National Library Service for the Blind and Physically Handicapped, Library of Congress. Families should ask their cooperating library for the Cub Scout Leader Book, Wolf Cub Scout Book, Bear Cub Scout Book, or Webelos Scout Book.

For more information, including eligibility requirements and the nearest cooperating library, call 800-424-9100 or visit the Library of Congress on the Internet at http://lcweb.loc.gov/nls or http://www.loc.gov/nls.

Braille printings of Tiger Cub Activity Book, Parent's Guide, Bobcat, Wolf Cub Scout Book, and Bear Cub Scout Book are available from The Lighthouse of Houston, 713-527-9561 Braille printings of the Wolf Cub Scout Book, Bear Cub Scout Book, Webelos Scout Book, and Parent's Guide. National Braille Association, 585-427-8260

FOR BOY SCOUT TROOPS

A Guide to Working With Boy Scouts With Disabilities, No. 33056B Disabilities Awareness Merit Badge Pamphlet, No. 33370 My Scout Advancement Trail, No. 33499B (a record book to help a boy use the Boy Scout recognition bead system to recognize small, bite-sized attainment of individual requirements for Tenderfoot, Second Class, and First Class ranks) Applicationfor Alternate Eagle Scout Rank Merit Badges, No. 58-730 Boys' Life magazine in braille. Contact the National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington, D.C., for the address and telephone number of the library in your state, 202-707-5100 Recordings of the Boy Scout Handbook and various merit badge pamphlets. Recordings for the Blind and Dyslexic, 800-221-4792 Boy Scout Handbook in braille. The Lighthouse of Houston, 713-527-9561 Boy Scout Handbook in large print. Boy Scout Division, 972-580-2211 BSA merit badge pamphlets. National Braille Association, 585-427-8260

FOR VENTURING CREWS

Pope Pius XII Participant Manuals in braille can be rented from the Relationships Division in the National Office in Irving, TX, at 972-580-2119. There is a minimal rental cost of $2.00 each, plus shipping and a security deposit of $25.00 (to be refunded when texts are returned within a six-month time frame).

29

FOR LEARNING FOR LIFE GROUPS

Champions Program: A Resource for Special Needs Classrooms, No. 3211 SA (57 lesson plans) Incentive Stickers for Champions: Special Needs, No. 32145C Champions Honor Wall Chart: Special Needs, No. 32146A Individual Recognition Charts, No. 32152 Iron-Onsfor Champions, No. 32147

CLOSED CAPTIONED VIDEOS

Cub Scout Leader Fast Start Orientation A V-01 V022A Boy Scout Leader Fast Start Orientation A V-02V026 New Crew Fast Start AV-03V013 Post Advisors' Fast Start AV-09V030 Post Officers' Fast Start A V-09V028 Cub Scout Leader Specific Training AV-01 V013 Scoutmaster and Assistant Scoutmaster Specific Training A V-02VO 15 New Leader Essentials AV-02V016 Youth Protection Guidelines AV-09V001A A Time to Tell A V-09V004 It Happened to Me A V-09V0 11 Personal Safety Awareness A V-09V027 Youth Protection Guidelines for Adult Venturing Leaders AV-03V014 Troop Open House A V-02V0 18

About Closed Captioning.

Captions enable viewers who are deaf to participate in televised programming. Like subtitles, captions display spoken dialogue as printed words on the television screen. Unlike subtitles, captions are specifically designed for viewers with hearing loss. Captions are carefully placed to identify speakers, on- and off-screen sound effects, music, and laughter.

Closed captions are hidden as data within the television signal, and they must be decoded to be displayed on your TV screen. With either a set-top decoder or one of the new caption-ready sets you can switch captions on or off with the touch of a button.

30

Scouts with disAbilities and Special Needs

• William M. Nolen • Longhorn Council #662 • Commissioners College • August 2011 • Thesis Presentation

.,\ ~

WWSWd

1

An Historical Precedent

• Since it's founding in 1910, the BSA has had fully participating members with physical, mental, and emotional disabilities

• Dr. James E. West, the first Chief Scout Executive, was disabled.

• The Boy Scout Handbook has had Braille editions for many years; merit badge pamphlets have been recorded on cassette tapes for blind Scouts; and closedcaption training videos have been produced.

• In 1965, registration of over-age Scouts with mental retardation became possible-a privilege now extended to many people with disabilities.

• Today, approximately 100,000 Scouts with disabilities are registered with the BSA in more than 4,000 units.

Since it's founding in 1910, the Boy Scouts of America has had fully participating members with physical, mental, and emotional disabilities. Dr. James E. West, the first Chief Scout Executive, was himself disabled. Although most of the SSA's efforts have been directed at keeping such boys in the mainstream of Scouting, it has also recognized the special needs of those with severe disabilities.

The Boy Scout Handbook has had Braille editions for many years; merit badge pamphlets have been recorded on cassette tapes for blind Scouts; and closed-caption training videos have been produced. In 1965, registration of over-age Scouts with mental retardation became possible-a privilege now extended to many people with disabilities.

Today, approximately 100,000 Cub Scouts, Boy Scouts, and Venturers with disabilities are registered with the Boy Scouts of America in more than 4,000 units chartered to community organizations.

2

BSA -Program Developments 9 • Cooperative relationships with many organizations developing literature,

audiovisuals aids, and media in Braille for Scouts with disabilities.

• The Woods Services Award - National BSA presented for exceptional service and leadership in the field of Scouting for disabled people.

• The Torch of Gold Award - similar award for local councils.

• Production of special manuals on Scouting for youth with disabilities.

• Philmont Training Center, and National Camping School -special courses

• Handicap awareness trail at National Scout jamboree at Moraine State Park,

Pennsylvania 1977. -t • Handicamporees and jamborees feature camping and outdoor activities ' ;,"' ,

Scouts with disabilities.

Signing for the Deaf interpreter strip

Disabilities Awareness merit badge 1981; rev. 1993.

• Alternate requirements for Tenderfoot, Second Class, and First Class ranks 1995

BSA local councils have formed cooperative relationships with agencies, school districts, and other organizations in serving disabled people. Many of these organizations have played a part in the development of literature, audiovisuals aids, and media in braille for Scouts with disabilities and their leaders. Each year, the BSA awards the national Woods Services Award to an adult in Scouting for serving disabled youth (given by the Woods Services in Langhorne, Pennsylvania). The Woods Services Award is the highest recognition awarded by the BSA in this area of service. The award is presented to that individual who has demonstrated exceptional service and leadership in the field of Scouting for disabled people. The Torch of Gold Award is available for similar presentation by local councils. Other national support projects include materials relating to disabled people in the National Camping School syllabi as well as production of special manuals on Scouting for youth with emotional disabilities, learning disabilities, hearin9 impairment, physical disabilities, visual impairment, and mental retardation. A weeklong training course for people working with Scouts with disabilities Is offered each summer at the Philmont Training Center. In August 1977, the first handicap awareness trail was incorporated into the program of the national Scout jamboree at Moraine State Park in Pennsylvania. More than 5,000 Scouts participated. Since then, many local councils have created their own awareness trails, designed to make nondisabled people aware of the many problems faced by people with disabilities. Recent Scout jamborees have continued this tradition. Some local councils hold handicamporees and jamborettes that feature camping and outdoor activities for Scouts with disabilities. An interpreter strip for Signing for the Deaf can be earned by all Scouts. Requirements and merit badge pamphlet for a Disabilities Awareness merit badge were published in 1981 and revised in 1993. The purpose of this merit badge is to help many thousands of America's youth develop a positive attitude toward individuals with disabilities. This attitude, based on study and personal . involvement of people with disabilities, creates an excellent foundation for acceptance, mainstreaming, and normalization of those who are disabled. The learning experiences provided by working toward the Disabilities Awareness merit badge helps produce changes in the attitudes of America's youth as these boys pursue new experiences then share their new knowledge with friends. In 1995, alternate requirements for Tenderfoot, Second Class, and First Class ranks were established. These requirements can be found in the "Scoutmaster's Guide to Working with Scouts with Disabilities" (No. 33056A).

3

Americans with Disabilities Act of 1990 (ADA) " '7 An individual is considered to have a 'disability' if she/he:

• has a physical or mental impairment that substantially limits one or more major life activities

• has a record of such an impairment, or

• Is regarded as having such an impairment.

The following are the guidelines for membership and advancement in Scouting for persons having disabilities or other special needs.

The Americans with Disabilities Act of 1990 (ADA) provides the following definition of an individual with a disability:

"An individual is considered to have a 'disability' ifs/he has a physical or mental impairment that substantially limits one or more major life activities (e.g., .. seeing, hearing, speaking, walking, breathing, performing manual tasks, learning, caring for oneself, and working), has a record of such an impairment, or is regarded as having such an impairment."

"An individual with epilepsy, paralysis, HIV infection, AIDS, a substantial hearing or visual impairment, mental retardation, or a specific learning disability, is covered, but an individual with a minor, nonchronic condition of short duration, such as a sprain, broken limb, or the flu would not be covered by the ADA."

"The ADA definition protects individuals with a record of a disability and would cover, for example, a person who has recovered from cancer or mental illness."

"And the ADA protects individuals who are regarded as having a substantially limiting impairment, even though they may not have such an impairment. For example ... a qualified individual with a severe facial disfigurement is protected from being denied employment because an employer feared the, negative reactions' of customers or co-workers."

The Department of Education identifies a ·severely handicapped child as one who, because of the intensity of his physical, mental, or emotional problems, or a combination of such problems, needs education, social , psychological, and medical services beyond those that have been offered by traditional regular and special educational programs, in order to maximize his full potential for useful and meaningful participation in society and for self-fulfil lment. Such children include those classified as seriously emotionally disturbed or profoundly and severely mentally retarded, and those with two or more serious handicapping conditions, such as the mentally retarded blind, and the cerebral-palsied deaf.

4

BSA "Mainstream" Philosophy 0 • The BSA's policy is to treat members with disabilities as much like other

members as possible. Scouts with disabilities participate in the same program as do their peers.

• It has been traditional to make some accommodations in advancement requirements if absolutely necessary.

• This policy is designed to keep Scouts with disabilities as much in the mainstream as possible.

• Practical suggestions are made to leaders as to adaptive approaches and methods they can use.

Cub Scouts, Boy Scouts, Varsity Scouts, and Venturers with disabilities participate in the same program as do their peers. The SSA's policy has always been to treat members with disabilities as much like other members as possible, but it has been traditional to make some accommodations in advancement requirements if necessary. A Scout with a permanent physical or mental disability may select an alternate merit badge in lieu of a required merit badge if his disabling condition prohibits the Scout from completing the necessary requirements of a particular required merit badge. This substitute should provide a "similar learning experience." Full guidelines and explanations are available through the BSA local council and on the Application for Alternate Eagle Scout Rank Merit Badges, No. 58-730. The local council advancement committee must approve the application. A Scout may also request changes in the Tenderfoot, Second Class, and First Class ranks. The procedures are described in Boy Scout Requirements Y2K, No. 3321 SC.

This policy is designed to keep Scouts with disabilities as much in the mainstream as possible. Practical suggestions are made to leaders as to approaches and methods they can use. Thus, a Scout in a wheelchair can meet the requirements for hiking by making a trip to places of interest in his community. Giving more time and permitting the use of special aids are other ways leaders can help Scouts with disabilities in their efforts to advance; the unit leader plays a crucial role in that effort.

5

Adaptive Approaches 8 Materials Adaptation

Examllll:,. A Cub Scout has littJe hand strength and is trying to carve.

SlllutiQn;,Substitute a bar of soap or balsa wood.

Architectural Adaptation

Examllll:,. A Scout in a wheelchair is unable to go hiking because the trail Is inaccessible.

S!lll!l.iQJl. Substitute ''trip" for "hike" and/or select alternative route.

Leisure Companion Adaptation

~ A Cub Scout cannot stay on task and runs around.

~An adult or older youth can become a buddy for the Cub Scout.

Cooperative Group Adaptation

Wlllllle: A Cub Scout has difficulty remembertng the steps ,n a project,

~ Work in cooperative groups to ensure completion for everyone.

Behavioral Adaptation

~ A Scout is unable to participate because of low concentration levels.

Slll.ul;iQo;, Talk with parents/guardians about a behavioral plan.

~

6

The spectrum of physical and mental disAbilities is broad. Among the conditions most widely known are: Developmentally Delayed; Blind or Visually Impaired; Communication disAbilities; Emotionally disAbilities; Deaf or Hearing Impairments; Mobility Impairments; and, Neuro-Muscular Disorders.

Some Scouts may have conditions which fall under more than one category. These, and others, are permanent disAbilities though there may be medications or prosthetic devices which may mitigate the symptoms and allow the Scout to function with others.

None should prevent the Scout from being a participating member of a Scouting unit.The opportunities to develop alternative requirements is limited only by the imagination. To meet requirements a Scout must: "Know"; "Identify"; "Demonstrate"; "Light"; "Show"; "Take"; "Use"; "Explain"; "Tell"; "Discuss"; "Participate"; and, "Assist". How does one deal with these Verbs?

The simplest advice is to break down the stated requirements into increments and decide whether there are alternative approaches to achievement besides a frontal attack. The last three verbs noted above mean that the attainment of the skill is not solitary, the other Den or Patrol members should be helpers in goal attainment.

These are only some alternate considerations for each requ irement. W e hope they will assist you in developing alternatives that are applicable in your situation. These are examples and the final approval rests with the local unit committee and/or council advancement committee.

6

Documenting a Disability j

Medical

Medical Assessment

(Use 2011 Annual

BSA Medical

Document Scout's Strengths & Limitations

Doctor's Certification

Disability Diagnosis

Both

Disability Documented

Non-medical

Educational Assessment

(Use TEP forms)

Document Scout's Strengths & Limitations

Educational Administrator's

Certification

7

Waiver of Age Limits

Unit Leader Verifies Disability

Unit Leader Certifies Chartered OrgApproval

Unit Leader Provides Documentation to Council

Council approves waiver ofnom1al age limits

No - Ose Standard Membership Ages

(Use "Documenting a Disability")

8

8

Advancement for Cub Scouts With Disabilities 8

Cub Scouts - Advancement requirements should not be watered down or eliminated for boys with disabilities.

- The speed and the means of explaining them might need to be modified.

- The standard for every boy is "Has he done his best?"

• A Cub Scout who is physically disabled may be given permission by the Cubmaster and pack committee to substitute electives for a few of the achievement requirements that are beyond his abilit ies.

- It is best to include parents in this process of determining substitutions since they are most familiar with their son's abilities.

Immediate recogni tion of advancement is even more important for boys with disabilities.

9

The advancement program is so flexible that, with guidance, most boys can do the skills. Advancement requirements should not be watered down or eliminated for boys with disabilities, although the speed at which requirements are completed and the means of explaining them might need to be adjusted and simplified. It might take longer for a disabled boy to earn his awards, but he will appreciate them more knowing he has made the effort. The standard for every boy is "Has he done his best?"

A Cub Scout who is physically disabled may be given permission by the Cubmaster and pack committee to substitute electives for a few of the achievement requirements that are beyond his abilities. It is best to include parents in this process of determining substitutions since they are most familiar with their son's abilities. Immediate recognition of advancement is even more important for boys with disabilities. The Immediate Recognition Kit, the den doodle, and the Den Advancement Chart all help provide immediate recognition in den meetings as achievements and electives are completed.

Remember that a month seems like a long time to a boy and that completing requirements for a badge might seem like forever to him. Be sure to give him periodic recognition at pack meetings when he earns a badge. While leaders must be enthusiastic about helping youngsters with disabilities, they must at the same time fully recognize the special demands that will be made on their patience, understanding, and skill in teaching

9

advancement requirements.

9

Boy Scout Advancement

• All current requirements for an advancement award must actually be met by the candidate. - No substitut ions or alternatives permitted ( except those specifically stated in

official BSA literature.

- Requests can be made for alternate rank requirements for Tenderfoot, Second Class, and First Class.

- No council, district, unit, or individual has the authority to add to, or t o subt ract from, any advancement requirements.

• The Scout is expected to meet the requirements as stated -

no more and no less.

10

A Scout who is unable to complete any or all of the requirements for Tenderfoot, Second Class, or First Class rank because he is physically or mentally disabled may complete alternative requirements if the following criteria are met:

The physical or mental disability must be of a permanent rather than a temporary nature.

A clear and concise medical statement concerning the Scout's disabilities must be submitted by a physician licensed to practice medicine. In the alternative, an evaluation statement certified by an educational administrator may be submitted. The medical statement must state the doctor's opinion that the Scout cannot complete the requirement(s) because of a permanent disability.

The Scout, his parents, or leaders must submit to the council advancement committee a written request that the Scout be allowed to complete alternate requirements for Tenderfoot, Second Class, or First Class rank. The request must explain the suggested alternate requirements in sufficient detail so as to allow the advancement committee to make a decision. The request must also include the medical statement required in paragraph two above. The written request for alternate requirements must be submitted to and approved by the local council prior to completing alternate requirements.

The Scout must complete as many of the regular requirements as his ability permits before applying for

10

alternate requirements.

The alternate requirements must be of such a nature that they are as demanding of effort as the regular requirements.

When alternate requirements involve physical activity, they must be approved by the physician.

The unit leader and any board of review must explain that to attain Tenderfoot, Second Class, or First Class rank a candidate is expected to do his best in developing himself to the limit of his resources.

The written request must be approved by the council advancement committee, utilizing the expertise of professional persons involved in Scouting for disabled youth. The decision of the council advancement committee should be recorded and delivered to the Scout and his leader.

The council committee responsible for advancement must then secure approval of the council executive board. The Scout executive must attach a letter to the application indicating that the executive board has approved the application.

The candidate's application for the award must be made on the Eagle Scout Rank Application or Quartermaster Award Application and recorded on the Advancement Report form.

In the application of these policies for Scouts with special needs, reasonable accommodation in the performance of requirements for advancement may be made. These may include such things as the extension of time, adaptation of facilities, or the use of equipment or necessary devices consistent with the known physical or mental limitations of the handicapped individual. It is urged that common sense be employed.

10

What requirements must be met?

• All rank advancement requirements must be met

• All merit badge requirements must be met

• Specific requirements documenting the Scout's disability must be met ❖ Must be permanent disability ❖ Substantiated by physician's statement OR

certified by an educational administrator 11

11

What can be modified?

• T-2-1 requirement that Scout is unable to physically or mentally meet

• Alternative requirement must be "as challenging" to the Scout

• Alternative requirement developed by SM, with help from family, professionals, other Scouters

• Use ISAP to document and get approval by Council Advancement Committee

12


The Scout must complete as many of the regular requirements as his ability permits before applying for alternate requirements.





12




12

Individualized Scouting Advancement Plan (ISAP): Contract and Addendums 0

!SAP - a non-threatening, non-Judgmental, individualized achievement plan

- a bilsic "contract" which can be used for all Scouts, and is modified by addendum.

- The idea is that every Scout sees the ''contract" as personal so that no segment is

singled out.

Addendum's are required if it is determined that a Boy Scout has specific, permanent disabilities which create an impediment towards rank achievement and advancement.

- The safety of each Scout is part of this consideration.

- Requirements may be redefined to maintain the challenge but provide an

alternative path towards achievement.

- This Addendum may be amended, in the future, by mutual consent.

The approval of alternate requirements should be discussed and agreed with the Scout, parents, and Scout Leader and forwarded for council advancement committee approval ll.EEQfil. starting work.

13

13

INDIVIDUAL SCOUT ACHIEVEMENT PLAN AND CONTRACT ScoutName ______ ___ __ Date of Birth _ ______ _ 6o~::i~eam/Crew/Shlp ___ ______ ,District ________ _

sta~~f~~~ ~~~t ~e~artioVs ~~i~3aif le~~~~~~s;~n~~~e~~~~~- The onty Umltatlons upon achievement of

Obj~~~~~ ~°ci~:~, s;if Rif~r'~r~ ~~Ji~jr~w:~l~~ari~~~:~versity such as hazing, disrespectful or threatening

Met~~~~gl~ ~: ~jrgg:fs ~nn~ ~~~~:re:i~~t;u~~~'.11;-~ ~~:i•u~:~~t:t~~~eu~~~i~ :fri!~ent~~i~h ~~;:n:i~~t~t"~~~:e ~~!i~.~~ =~ ~yala~~r=~fg=~~J'd~~~·u:•!ht~ ~~g~~~~~~i~~ade to denne requirements.

Expectations of Performance: Each boy IS expected to do his best,

CONTRAC'T:

I,-----~- --- -~ Scoutmaster, promise to do my best to deliver upon the Statement of Belief, Objective, and Methodology expressed above.

_ ____ ____ ___ _ __ ,(signature) _______ (date}

I, - ---- ~ - --~ Boy Scout, and Eagle Award candidate, promise that on my honor I will do my best in working towards my personal goals.

---------------'{signature) _______ (date)

Why an "Individualized Scouting Advancement Plan"? {ISAP)

14

Each Scout is different, and brings their individual gifts and challenges to the unit. Each will follow a different path in life. Regardless of their personal physical, mental, or emotional attributes each will give to and take something from Scouting. We can only hope to positively effect those contributions, An ISAP can be a natural follow up to the all-important entry meeting with the youth and family where the leader has an opportunity to meet and learn about the future Scout and explain how Scouting can be part of the youth's life. The Scouting handbooks and policies cannot address each individual, they merely set guidelines. So, it is often useful to reach an understanding as to how certain goals can be met. The ISAP forms a "contract" or roadmap which the Scout, his parents and mentors, or other leaders can reference or, if necessary, update. Particularly in the case of a Scout with disAbilities, an ISAP helps form the support for District and Council staff who do not know the particular Scout except by the record of accomplishments. We hope that this form will be of use to you and we are interested in any comments or suggestions that you may have

Individual Scout Advancement Plan (ISAP)

The approval of alternate requirements should be discussed with the Scout, parents, and Scout Leader. An agreement is reached and forwarded for council advancement committee approval BEFORE starting to work on the requirement. This is a sample of an "agreement" that can be reached and then forwarded for approval. This is an individualized achievement ~Ian that is non-threatening and non-judgmental. It begins as a basic "contract" which can be used for all Scouts, and is modified by addendum. The idea is that every Scout sees the 'contract" as personal so that no segment is singled out. Statement of Belief: Every boy in Scouting is a candidate for the Eagle Award. The only limitations upon achievement of that award should be that boy's individual desire, focus, and perseverance. Objective: To provide a safe haven for personal growth free from adversity such as hazing, disrespectful or threatening behaviors by others, but filled with opportunities and challenges. Methodology: To encourage, and within reasonable guidelines provide, each boy with the opportunity and avenues to achieve his personal goals and chosen level of success. To remove unreasonable and unnecessary barriers, through creative thinking and actions, which may impede a boy in achieving his personal goals. At the same time the Scouting experience will not lessen the challenges necessary to actual personal growth. Addendum's to the Contract may be made to define requirements

14

INDIVIDUAL SCOUT ACHIEVEMENT PLAN AND CONTRACT - Addendums

• Disbilities of a permanent, not temporary, nature allow the development of alternative requirements.

• Supported by a physician's statement, or certification by an educational administrator.

• The Scout shall attempt to complete the regular requirements before modifications are sought.

• Alternative requirements shall be as demanding of effort by the Scout as the regular requirements.

• Modifications and alternative requirements must receive PRIOR approval by the Council's Advancement Committee.

• Alternate requirements involving physical activity shall have a physician's approval.

• The unit leader and any board of review must explain to the Scout that he is expected to do his best up to the limits of his resources.

15

15

Alternate Rank Requirements Standard Rank Advancement Requirements

Document Scout's Disability

Scout, Parents, SM and other Resource Individuals

Craft Proposed Alternate Requirement(s)

No

(Do as many as possible.)

-Vse Standard Rank Advancement Requirements

(Follow steps in "Documenting a Disabil ity'')

16

16

Alternate Rank Requirements (2) j

Submit Request to Council Advancement Committee

Committee Evaluates

Authorize Use of Alternate Requirement(s)

Notify Scout and Leaders

Disagree Return to

Scout/Troop with

explanation

Physician's Approval

,, _ _ I Scout May Use

Alternate Requirement(s)

17

Alternate Rank Requirements (3)

l Committee Submit Decision to Council Executive Board

] Council Scout Executive

Documents Executive Board Approval

18

18

What About Merit Badges?

• Eagle required merit badges that Scout is unable to physically or mentally complete

• Alternative merit badge(s) must be "as challenging" to the Scout

• Alternative merit badge(s) identified by SM, with help from family, professionals, other Scouters

• Use Form 58-730 to document and get approval by Council Advancement Committee

19

19

Alternate Merit Badges for the Eagle Scout Rank V • The Eagle Scout rank may be achieved by a Scout who has a physical or mental dlsab,llty by . i

qual1fy1ng for alternate ment badges. Ment badges are awarded only when all requirements are met as stated.

• A clear and concise statement concerning the Scout's disabilities must be made by a licensed physician, or an educational administrator.

• Earn as many of the required merit badges as you can BEFORE applying for an alternate Eagle Scout rank merit badge.

Complete as many of the requirements of the required merit badges as you can.

• Complete the Application for Alternate Eagle Scout Award Merit Badges BEFORE qualifying for alternate merit badges.

• Choose alternates such that are as demanding of effort as the required merit badges.

• When alternates chosen involve physical activity, they must be approved by the physician.

• The unit leader and the board of review must explain that to attain the Eagle Scout rank, a candidate Is expected to do his best in developing himself to the limit of his resources

The application must be approved by the council committee responsible for advancement, utilizing the expertise of professional persons involved in Scouting for people with special needs.

• The candidate's application for Eagle must be made on the Eagle Scout Rank Application, with the Application for Alternate Eagle Scout Award Merit Badges attached.

20

The Eagle Scout rank may be achieved by a Boy Scout, Varsity Scout, or qualified* Explorer who has a physical or mental disability by qualifying for alternate merit badges. This does not apply to individual requirements for merit badges. Merit badges are awarded only when all requirements are met as stated.


A clear and concise medical statement concerning the Scout's disabilities must be made by a physician licensed to practice medicine, or an evaluation statement must be certified by an educational administrator.

The candidate must earn as many of the required merit badges as his ability permits before applying for an alternate Eagle Scout rank merit badge.

The candidate must complete as many of the requirements of the required merit badges as his ability permits.

The Application for Alternate Eagle Scout Award Merit Badges must be completed prior to qualifying for alternate merit badges.

The alternate merit badges chosen must be of such a nature that they are as demanding of effort as the requi red merit badges.

When alternates chosen involve physical activity, they must be approved by the physician.

The unit leader and the board of review must explain that to attain the Eagle Scout rank, a candidate is expected to do his best in developing himself to the limit of his resources

The application must be approved by the council committee responsible for advancement, utilizing the expertise of professional persons involved in Scouting for people with special needs.

The candidate's application for Eagle must be made on the Eagle Scout Rank Application, with the Application for Alternate Eagle Scout Award Merit Badges attached.

20

Possible Alternatives for Required Merit Badges

~

f

CAMPING

Backpncking ConoQing Cor,king Ro~•,ing

PERSONAL FITNESS

Archery Athkllies Bockpnckillg Canoeing Cllmbing Golf Hors&monshlp Orienteoring Pioneeling Rowing S~;nting W.iter S kiing

COMMUNICATIONS

Cine-m.:itogrophy Computers Electro,,fes Graphic Art<; Journalism Photogrnphy Public Speaking Radio Sol..isinanship

SWlr."MING, HIKING, ORCYCUNG

ArcMry Athlet k:s Cnnoeing Motorbo~ting Rowing Smnl l-Boal Soiling SnowSp<ins

EMERGENCY REPAREotESS OR UFESA"1NG

Fires:iroty f'l.lotorbo.lt1ng Public Health Radio Rowing Sofety TmfficSnfety Wildem&S$ SUIViV:JI

ENVIRONMENTAL SCIENCE

Archaeology Energy Fish and Wildlife Mnnngenwnt NatU'8 S01[ nnd Wnl&( COrlSl:N;llion

W~Hllher

Application for Alternate Eagle Scout Rank Merit Badges ( BSA # 58-730 2008 Printing)

21

21

Advancement Committee Policies and Procedures

• BSA # 33088B © 1989, Revised 2009

• Advancement for Youth Members with Special Needs.

• Membership.

• Advancement for Cub Scouts With Disabilities.

• Boy Scout Advancement.

• Alternate Requirements for Tenderfoot, Second Class, and First Class Ranks

• Alternate Merit Badges for the Eagle Scout Rank

• Eagle Certification.

• Woods Services Award -To recognize volunteers who have perfonned exceptional service and leadership in the field of Scouts with disabilities.

• Torch of Gold Certificate - Local council adult recognition for outstanding service to youth with disabilities.

22

22

Disabilities Awareness Merit Badge @ 1. Visit with an agency that works with the physically, mentally, emotionally, or educationally

handicapped. Collect publications about the agency's activities on behalf of its members. Learn what is being done through training, employment, and education of their members.

2. Speak to a person with a disability or read an article or book about a person with a disability and report to your counselor what you learned about that person's experiences in dealing with a disability.

3. Spend fifteen hours within a three-month period in one of the following ways:

1. Visit a Cub Scout pack or Boy Scout troop that works with Scouts with disabilities. Learn about their activities, assist the leaders, and wor)(; with the members of the group.

2. Enlist the help of your unit leader and the parents or guardians of someone wlth a dtSabling condition and iflvite the disabled individual to jOin your troop, team, or post. Help him become a participating member.

4. Locate and study literature about the accessibility or non-accessibility of public or private places to disabled individuals. Display in a public place the material you have collected for the other requirements of the merit badge so that others can be made more aware of citizens with disabilities.

s. Make a commitment to your merit badge counselor as to what you will do in the future for people with disabling conditions. Discuss how your awareness has changed as a result of what you learned.

23

DISABILITIES AWARENESS MB REQUIREMENTS Requirements: 2002 Boy Scout Requirements 33215E revised 2002

Merit Badge Pamphlet Revision Date: 1993 Visit with an agency that works with the physically, mentally, emotionally, or educationally handicapped. Collect publications about the agency's activities on

behalf of its members. Learn what is being done through training, employment, and education of their members. Speak to a person with a disability or read an article or book about a person with a disability and report to your counselor what you learned about that person's

experiences in dealing with a disability. Spend fifteen hours with in a three-month period in one of the following ways: Visit a Cub Scout pack or Boy Scout troop that works with Scouts with disabilities. Learn about their activities, assist the leaders, and work with the members of

the group. Enlist the help of your unit leader and the parents or guardians of someone with a disabling condition and invite the disabled individual to join your troop, team,

or post. Help him become a participating member. Locate and study literature about the accessibility or nonaccessibility of public or private places to disabled individuals. Observe and discuss with your counselor

the accessibility or nonaccessibility for disabled people in the following: Five places with good accessibility. Five places with poor accessibility. our school, church, synagogue, or mosque. Your Scout camping site. Display in a public place the material you have collected for the other requirements of the merit badge so that others can be made more aware of citizens with

disabilities. Make a commitment to your merit badge counselor as to what you will do in the future for people with disabling conditions. Discuss how your awareness has

changed as a result of what you learned.

23

Resources - BSA

• A Scoutmaster's Guide to Working With Scouts With Disabilities

- (BSA • 34059 © 2007 2010 printing)

• Scouting for Youth with Learning Disabilities

- (BSA #33065B © 1971 1996 printing)

• Scouting for the Hearing Impaired

- (BSA .f33061A © 1978 1994 printing)

• Scouting for Youth w ith Physical Disabilities

- (BSA 133057C © 1971 1996 printing)

• Understanding Cub Scouts with Disabilities

- (BSA i 33839A © 1974 1994 prlntlng)

0 • Scouting for Youth with Emotional

Disabilities

- (BSA #32998B © 1994)

• Scouting for Youth With Mental Retardation

- (BSA #33059B © 1975 1995 printing)

• Scouting for the Blind and Visually Impaired

- (BSA #330636 © 1974 1994 printing)

IC.» 24 Scouting rmmuals are aVililable In Bli:111/e, large print, and cape I

Over two decades ago United States Federal law mandated that children with disabil ities be afforded an education in the least restrictive environment. This did two things: it required that school districts provide access to full educational opportunities rather than excluding them from education because modification of curricula or facilities was inconvenient or costly; and , that to benefit the children, and to the degree possible, students with disabil ities be included in regular educational settings rather than isolated from their peers. This later concept is called mainstreaming.

U.S. Scouting has, and continues to have, units which are school or institutionally based which bring Scouting to groups of youth isolated because of their disabling conditions. But, Scouting encourages units to embrace all within mainstream units.

All youth are unique. Each bring different strengths and gifts to the unit. Each learn from one another, irrespective of their own strengths or gifts. Scouting should be a microcosm of that idealized society we strive for as part of our developmental goals.

This is one of a series of brief reviews of U.S. Scouting publications which provide support, guidance, and direction to units and leaders in the belief that Scouting and Scouts gain from inclusion. The antecedents for many of these publications date to the mid-1970s. My intention is to share this information so that Scouters will be encouraged to expand their recruitment efforts. It will be republished from time to time, or sent upon request.

This is also intended to encourage Scouters to secure the original and complete publications from BSA, for their own use. Perhaps BSA will sometime publ ish a list of them in its annual catalog, as well. Policies or initiatives of other Nations would be welcome and shared .

Among the publications are: A Scoutmaster's Guide to Working with Scouts with Disabilities; Scouting for Youth with Emotional Disabil ities; Mental retardation; Physical Disabilities; Hearing Impairments; Blind and Visually impaired ; Learning Disabilities; Exploring; .. ..

24

Resources - BSA e -When obtaining resources from these organizations, please be aware that the publication date and revlsion level may not be current. Many times the information is still valid and there are only a few changes that have to be made to bring it to the current revision. These can be done by the parent, mentor, etc., of the disabled scout. Check with your local library to see what resources they have available. I f you are having trouble finding a publication, ask them if there are some local resources who could provide the translation.

BRAILLE Naltonal Bu1111e Assoc1atioo 3 Townline Circle Rochester, NY 14623-2513 Phone (716) 427-8260 FAX (716) 427-0263

AUDIO, BRAILLE Nallona! Ubca!Y Sefvice ror the Blind and Pbv§icauv Handicapped Library of Congres.s Washington, DC 1 (202) 707-5100

AUDIO Recordina For The Blvd & Ovslexic 20 Roszel Road Princeton, NJ 08540 (800) 803-7201

BRAILLE The Lighthouse of Houston 3530 West Dallas P.O. Box 23435 Houston, TX 77219-3435 (713) 527-9561

A UDIO Volunteer Services for the Blind 919 Walnut Street Philadelphia, PA, 19107 (215) 627-0600

25

25

Resources - BSA 0 Scouts with disAbilities and Special Needs

http://www. wwswd .org/

-

©1998-2011 VWJSWd. Items may be reproduced and used locally by Scouting volunteers for training purposes consistent with the programs of the Boy Scouts of America (BSA) or other Scouting and Guiding Organizations.

6 wwswd Webmaster: Anthony L. "Tony" Mei

VWJSWd Initiatives: Jay W. Thal Website Editor: Pat Mei

26

26

Resources - BSA 9 -U.S. Scouting Service Project

http://usscouts.org/start.asp

Materials found at U. S. Scouting service Project, Inc. Websites may be reproduced and used locally by scouting volunteers for training purposes consistent with the programs of the Boy scouts of America (BSA) [Links to BSA Sites]. the World Organization of the scout Movement (WOSM) or other scouting and Guiding Organizations. No material found here may be used or reproduced for electronic redistribution or for commercial or other non·Scouting purposes without the express penmission of the u. s. scouting Service Project, Inc. (USSSP) or other copyright holders. USSSP is not affiliated with BSA or WOSM and does not speak on behalf of BSA or WOSM. Opinions expressed on these web pages are those of the web authors.

© 1994-2011 - U.S. vcou11ng verv,ce no;.,c,

27

27

N 0)

0

8 BACKUP SLIDES

and/or Addend urns

29

29

Scouting is for All

Article XI, Section 3, Clause 19 of the BSA Rules and Regulations:

.. . under such rules and regulat ions as may be prescribed upon

0

consultation with appropriate medical authorities, registration of boys who

are either mentally retarded or severely physically handicapped ... as Cub

Scouts ... over age 18 as Boy Scouts, or Varsity Scouts, and registration of

young adults ... over age 21 as {Venturers}, and the participation of each in

the respective advancement programs while registered, is authorized.

30

Section - Den and Pack Management ( page 6-14) Although a boy might be disabled in body or mind, he is still a boy-no less and no more-and if he is capable of understanding the Cub Scout Promise and Law of the Pack, he may be a

Cub Scout. Working with boys with disabilities might mean adapting or extending the ordinary program of activities in order to make it as enjoyable and worthwhile as possible.

Registration in Cub Scouting of boys over age 11 who are either mentally or physically disabled, including visually and hearing impaired and emotionally disturbed boys, is permitted, as is their participation in Cub Scout advancement while so registered

I Want to Join Some boys will seek you out and ask to join. But most, because of their disabilities, shyness, or restricted mobility, will depend on the interest and enthusiasm of others to introduce Cub

Scouting to them. It might be their friends who are already Cub Scouts, or their parents who are seeking to enrich their life. Spreading the news about the opportunities Cub Scouting offers to all boys is best done by people who are interested enough to let it be known that such boys are welcome in the pack.

Every leader should make the effort. You might see a boy in the park or on the street in a wheelchair or in a leg brace. You might hear about a boy with a disability from other people. How you hear about such a boy isn't as important as what you do about it. Get in touch with him and invite him to join.

There Is a Place Medical and rehabilitation opinion encourages children with disabilities to lead as normal a life as possible. Where it is possible to do so, many are absorbed into mainstream schools,

although many are also in special schools. In Cub Scouting, we integrate boys with disabilities into ordinary packs whenever possible. And of course there are packs established in special schools or at hospitals for boys being treated there.

As a Cub Scout leader you might feel hesitant about facing the opportunity to accept a boy with a disability into your den or pack. But consider for a moment how a disability can in itself be a barrier to many activities enjoyed by other boys. This is true even when the boy has considerable skills, abilities, and moral strength. Scouting has, over the years, made thousands of boys happier than they would otherwise have been, by accepting them for what they are, what they can contribute, and by offering them the friendship and encouragement they need.

These guidelines w ill be helpful: Locate new boys by consulting school administrators, teachers, ministers, and public health officials. Be sure a medical assessment is made so you will know a boy's capabilities as well as his disabilities. Orient the boys, families, and leaders in your pack so the boy can enjoy a smooth entry into it. Note: Reading Understanding Cub Scouts with Disabilities will help leaders understand how to work with the disabled boys in the pack.

30

Section - Advancement and Recognition page 8-8 The advancement program is so flexible that, with guidance, most boys can do the skills. Advancement requirements should not be watered down or eliminated for boys with disabi lities, although

the speed at which requirements are completed and the means of explaining them might need to be adjusted and simplified. It might take longer for a disabled boy to earn his awards, but he will appreciate them more by knowing he has made the effort. The standard for every boy is "Has he done his best?"

A Cub Scout who is physically disabled may be given permission by the Cubmaster and pack committee to substitute electives for a few of the achievement requirements that are beyond his abilities. It is best to include parents in this process of determining substitutions since they are most familiar with their son's abilities.

Immediate recognition of advancement is even more important for boys with disabilities. The Immediate Recognition Kit, the den doodle, and the Den Advancement Chart all help provide immediate recognition in den meetings as achievements and electives are completed. Remember that a month seems like a long time to a boy and that completing requirements for a badge might seem like forever to him. Be sure to give him periodic recognition at den meetings and prompt recognition at pack meetings when he earn a badge.

While leaders must be enthusiastic about helping youngsters with disabilities, they must at the same time fully recognize the special demands that will be made on their patience, understanding, and skill in teaching advancement requirements.

Section - Cub Scout Activities page 9-17 The aim of Cub Scouting for the boy with a disability is to keep everything as near normal as possible with a program designed to achieve its objectives to serve all boys. One Cub Scout said: "I have epilepsy. What's your disabil ity?" Right to the point! Every one of us has some type of disability-it might be a poor attitude, a poor sense of responsibility, or something

else that keeps us from doing things other people can do. It helps to remember this when working with these special boys.

What's your disability? There are limitations to what a boy with a disability wil l be able to do, and he himself is aware of these. Boisterous games or activities that require vigorous physical stamina might be beyond his

capability. He needs quiet encouragement and opportunities to do the things he can do. Such a boy could be given the job of assisting with the scoring or helping by acting as a judge or referee. Boys in wheelchairs can go on hikes, with some of the other boys taking turns as pushers.

One of the first steps in working with boys who have disabilities is to realize they are more like other boys than they are different. Find out their abilities as well as their limitations. Plan activities in which all boys can participate. These boys are just as eager for adventure as other boys, and they need challenges to have a satisfying experience.

So a new den member who has special needs should be welcomed into a den with other boys, and spend some time acquainting them with his disability. An awareness game is a good way to build understanding.

The Boy Scouts of America has several resources available to leaders of boys with disabilities including Understanding Cub Scouts with Disabilities .

Section - Policies page 11-4 Registration of boys over age 11 who are either mentally or severely physically disabled, including those with visual, hearing, or emotional impairments, with full participation as Cub Scouts in the

advancement program, may be authorized as follows

The chartered organization determines, with the approval of appropriate medical authorities, whether a youth member with a disability is qualified to register beyond the normal reg istration age.

The Cubmaster's signature on the boy's Cub Scout application or on the unit's charter renewal application certifies the approval of the chartered organization. The following guidelines must be adhered to:

The medical condition of all candidates for membership beyond the normal registration age must be certified by a physician licensed to practice medicine, using the Health and Medical Record form. In the case of membership for mentally disabled or emotionally disturbed candidates, their condition must be certified by a statement signed by a licensed psychologist or psychiatrist. Current health, medical, or certification records of all members with disabilities beyond the normal registration age a re retained in the local council service center.

All current requirements for an advancement award must actually be met by the candidate. No substitutions or alternatives are permitted except those specifically stated in the requirements from current BSA literature. The concept of Do Your Best applies to all requirements.

30

More Historical Precedent

Signif icant Dates Since 1910, boys with disabilities have participated fully in Scouting. Significant dates in Scouting's program for disabled youth include the following: 1923. A special award is created for Scouts with disabilities who are unable to meet certain requirements. 1962. 8oys'lifebegins printing in Braille. 1965. Mentally retarded individuals age 18 and over are permitted to register in Scouting. 1971. A grant from Disabled American Veterans enables the BSA national office to establish a professional position of director,

Scouting for the Handicapped. 1971. The scouting for /fie Phystc.,//y H•nd1c.pp,,ipamphlet (revised in 1994) is published. 1972. An improved scouting program goes lnto effect with more flexible advancement requirements. 1973. Scouting for t/Je He.,ring Jmpi1fred(revised in 1990) tS publ ished. 1974. Scoudng for the Blind and Visually lmpalred(revised in 1990) is published. 1975. Unde15tanding scouts witl1 Handicaps; UnderstiJnding Cub Scouts w1'tll Handicaps, and Exploring for the Handicapped

training manuals are published. 1977. The Signing for the Deilf interpreter strip Is approved. 1978. The National Executive Committee approves the removal or age l'e.Wlctlons on advancement for an severely disabled

members. 1979, The National Executive Board approves the substitution of merit badges for the Eagle Scout rank by disabled Scouts. 1980. Scouting for the Handicapped(revised in 1984), a resource manual, Is published. 1986, In-School Scouting Training Course for special education teachers is published. 1987. Scouting for the Learning Disabled manual is published. 1991. Scouting for Youth with Mental Retardation manual is published. 1992. Camp Director's Primer to the Americans with DiSJbilitlesAet of 1990 manual is distributed to local councils, 1993. Cub Scout, Boy Scout, and Explorlng divisions each est1Jblish a national sub-committee on Scouts with disabilities. 1994. Explorers with Disablltlles PtV9ram Helps, designed to involve all posts with Explorers with disabilities, Is released. 1995. Scovtmaster's Guide to Working wlt/J Scouts with Dlsab!litlesis published. 31 www.capitalscouting.org/capital%20Disabilities/Significant%20Dates.doc

31

Americans with Disabilities Act of 1990 (ADA) ADA Amendments Act of 2008 (P.L. 110-325) " ~ Disability - a condition that limits or restricts a person's ability to walk, talk, reason, etc.

Handicap - an impaired barrier that makes achievement unusually difficult.

People with disabilities are handicapped mainly by societies mistaken beliefs about their abilities.

ADA Amendments Act of 2008 (P.L. 110-325) htto://www.ada gov/oubs/adastatuteos htm

Vision Impairments

Hearing Impairments

Speech/language disorders

Loss of limbs

What's 'L!ll!J: disability?

Mobility and dexterity impairments

Mental impairments

Social/emot ional impairments

(DRS -Gender disorders???????????)

32

32

Recognition of Needs C) • Youth with disabilities want to participate, but generally depend on others to

introduce Scouting to them. Do it.

- These boys are just as eager for adventure as other boys, and they need challenges to have a satisfying experience.

- Offer them the friendship and encouragement they need. - Accept them for what they are and what they can contribute, just as you would any other

boy.

• Working with disabilities might mean adapting the ordinary program to make it as worthwhile as possible. - Find out their abilities as well as their limitations. Plan activities in which all boys can

participate.

• Be enthusiastic about helping youngsters with disabilities

- Recognize the special demands that will be made on your patience, understanding, and skill in teaching requirements.

- Recognize the opportunities and benefits for al/the boys! 33

The basic premise of Scouting for youth with disabilities is that they want most to participate like other youth-and Scouting gives them that opportunity. Thus, much of the program for Scouts with disabilities is directed at (1) helping unit leaders develop an awareness of disabled people among youth without disabilities, and (2) encouraging the inclusion of Scouts with disabilities in Cub Scout packs, Boy Scout troops, Varsity Scout teams, Venturing crews, and Sea Scout ships.

There are many units, however, composed of members with identical disabilities-such as an all-blind Boy Scout troop or an all-deaf Cub Scout pack-but these disabled members are encouraged to participate in Scouting activities at the district, council , area, regional, and national levels along with other Scouts. Many of these special Scouting units are located in special schools or centers that make the Scouting program part of their curriculum.

Many of the approximately 315 BSA councils have established local advisory committees for Scouts with disabilities. These committees develop and coordinate an effective Scouting program for youth with disabilities, using all available community resources. Local councils also are encouraged to provide accessibility in their camps by removing physical barriers so that Scouts with disabilities can participate in summer and resident camp experiences. Some local councils also have professional staff members responsible for the program for members with disabilities.

33

Timeless Values 8 • Use common sense - t reat them with respect and dignity

• Be understanding - people with disabilities have the same responsibilit ies and obligations that you have (only theirs might be harder to meet!)

• Be patient. Don't hurry; try to match their pace.

• Be natural. Don't worry about using words related to the disability (example; "see you later'; or "give me a hand").

• Speak directly to the person, not to his companion.

• Don't assume the person is sick. Most people with disabilit ies are healthy. Remember, you can't "catch" a disability.

• Help make your community accessible. Are your meeting places user friendly? Campsites? - service opportunities!

• Key words - Tolerance and Inclusion; Acceptance, Mainstreaming 34

The basic premise of Scouting for youth with disabilities is that they want most to participate like other youth-and Scouting gives them that opportunity. Thus, much of the program for Scouts with disabilities is directed at (1) helping unit leaders develop an awareness of disabled people among youth without disabilities, and (2) encouraging the inclusion of Scouts with disabilities in Cub Scout packs, Boy Scout troops, Varsity Scout teams, Venturing crews, and Sea Scout ships.

There are many units, however, composed of members with identical disabilities-such as an all-blind Boy Scout troop or an all-deaf Cub Scout pack-but these disabled members are encouraged to participate in Scouting activities at the district, council , area, regional, and national levels along with other Scouts. Many of these special Scouting units are located in special schools or centers that make the Scouting program part of their curriculum.

Many of the approximately 315 BSA councils have established local advisory committees for Scouts with disabilities. These committees develop and coordinate an effective Scouting program for youth with disabilities, using all available community resources. Local councils also are encouraged to provide accessibility in their camps by removing physical barriers so that Scouts with disabilities can participate in summer and resident camp experiences. Some local councils also have professional staff members responsible for the program for members with disabilities.

34

Membership =======o • The chartered unit determines, wit h authority approval, whether a youth member

is qualified to register beyond the normal age.

- The condition of all candidates for membership must be certified by a licensed physician, an educational administrator, or a licensed psychologist or psychiatrist.

- Use the Personal Health and Medical Record Form. Any corrective measures, restrictions, limltations1 or abnormalities must be noted.

• Appropriate leader's signature on the individual's application, or on the unit 's charter renewal certify the approval for the person to register.

• The local council must approve these registrat ions on an individual basis.

• Current records of all youth beyond the normal registration age are to be retained in the unit file at the council service center.

35

The chartered organizations using Scouting determine, with approval of appropriate medical authorities, whether a youth member is qualified to register (based on the above definitions) beyond the normal registration age. The Cubmaster's signature on the Cub Scout Application, the Scoutmaster's signature on the Boy Scout Application , the Varsity Scout Coach's signature on the Varsity Scout Application , and the Advisor's or Skippers signature on the Explorer Application, or on the unit's charter renewal application certify the approval of the chartered organization for the person to register. The local council must approve these registrations on an individual basis.

The medical condition of all candidates for membership beyond the normal registration age must be certified by a physician licensed to practice medicine, or an evaluation statement must be certified by an educational administrator. Use the Personal Health and Medical Record Form. Any corrective measures, restrictions, limitations, or abnormalities must be noted. In the case of mentally retarded or emotionally disturbed candidates for membership, their condition must be certified by a statement signed by a licensed psychologist or psychiatrist. Current health, medical, or certification records of all youth members beyond the normal registration age who have disabilities are to be retained in the unit file at the council service center.

35

Alternate Requirements for Tenderfoot , Second Class, and First Class Ranks

(~ /~ ~

A Scout who is unable to complete any or all of the requirements for Tenderfoot, Second Class, or First Class may complete alternative requirements if:

Permanent, rather than temporary, physical or mental dlsablllty

Statement certified by a licensed physician or educational administrator.

• Written request to council advancement committee requesting allowance to complete alternate requirements.



When alternate requirements Involve physical activity, they must be approved by the physician.

36

A Scout who is unable to complete any or all of the requirements for Tenderfoot, Second Class, or First Class rank because he is physically or mentally disabled may complete alternative requirements if the following criteria are met:


A c lear and concise medical statement concerning the Scout's disabilities must be submitted by a physician licensed to practice medicine. In the alternative, an evaluation statement certified by an educational administrator may be submitted. The medical statement must state the doctor's opinion that the Scout cannot complete the requ irement(s) because of a permanent disability.





36

Alternate Requirements for Tenderfoot, Second Class, ~ ' :_,-. and First Class Ranks (continued) ~-_ 1 . . ; ;,,.

. . .

The unit leader and any board of review must explain that t o attain Tenderfoot, Second Class, or First Class rank a candidate is expected to do his best in developing himself to the limit of his resources.

• The written request must be approved by the council advancement committee, ut ilizing the expertise of professional persons Involved in Scouting for disabled youth.

The decision of the council advancement committee should be recorded and delivered to the Scout and his leader.

• The council committee responsible for advancement must then secure approval of the council executive board.

Toe Scout executive must attach a letter to the application indicating that the executive board has approved the application.

The candidate's application for the award must be made on the Eagle Scout Rank Application and recorded on the Advancement Report form.

Reasonable accommodation in the performance of requirements for advancement may be made.

These may include such things as the extension of time, adaptation of facilities, or the use of equipment or necessary devices consistent with the known physical or mental limitations of the handicapped individual.

37






37

ADDENDUM TO INDIVIDUAL SCOUT ACHIEVEMENT PLAN - modifications

Scout Name __ ~--,---~-----Date of Birth __ _ THE STANDARD REQUIREMENT (State the ra1lks and the requirement number)

MODIFICATIONS AND ALTERNATIVE REQUIREMENT(S) (Describe in detail the modified alternative requirement)

NARRATIVE SUMMARY (Why this Scout's circumstances make him unable to complete, In the way normally described, the ~standard'' requirements)

MEDICAL STATEMENT:

As a ~r~a~~~tt~~~~~ho~h~k~111~~111ty wh k:h is accurately described ~nbo~~ICh w~tl~~~imtahl::: g~~a

completing the requirements as generally stated. However, I ffnd that he can safety complete the requirements as stated as modified below,

S~ned _ _ _ ___________ ____ _ (Physklan lkensed to practice medicine) Physician's Office Address: ____________ _ _ _____ _ Physician's Office Telephone Number: _ _ _ _____________ _

Attach additiOnal documents If applicable. 38

38

ADDENDUM TO INDIVIDUAL SCOUT ACHIEVEMENT PLAN Scout Name _____________ Dateof Birth _ _ ___ _

scours STATEMENT:

working towards my personal goals~Th~n~~~ r~~gu~eAr:~~ C:r~d~:~~t~d~~~~~~~n°~~~f~~r l c~~I l~p~ie~~ in abilities. I wm do my best In completing them as written or as modified.

_____ ____ _______ (signature) ___ _ ___ (date)

PARENTAL STATEMENT: ln view of my son's expressei.1 desire to advance In Scouting, htS personal commitment to do his beSt, and the Scout le.aderS'

coma:nitment to encourage him along that pathway consistent with his abilities, 1 agree to the requirements as written or mochfled. If any further modlficatioo Is deemed warranted, I understand that such can be negotiated.

_ _______________ (s~nature) _ ______ (date)

SCOUT LEADER'S STATEMENT:

I agr~re ~:~~da~ttfa?iZnglng as those ex~~eo~Oa~~~~~ ~i~r ~:~:~~~u~11?b!7~ ~~~!" o=~~go~s~~~~~ consistent with health and safety considerations.

_____ _ _________ _ (signature) _______ (date)

APPROVAL OF THE COUNCIL COMMITTl'E The Council Advancement Committee approves the abOve modifications for advancement because of the Scout's permanent

physiall or mental dlsabllities,

___________ ____ _ ,(signature) ____ _ __ (date)

Notification sent to the Scout/Parents and scout Leader on - - - ---- - -----'date)

39

39

A Scout Leader's Resource for Scouts with Disabilities

Documents

Transcript of A Scout Leader's Resource for Scouts with Disabilities