BSA Scouting for Youth with Disabilities Manual summary

• Full manual, 157 pages, is available online

• The Troop has 3 hard copies of the manual/binder (troop Committee Chair, troop webmaster 2).

• Manual is extensive and discusses a variety of disabilities ranging from physical to cognitive and attention.

“Disabilities can sometimes result in experiences of repeated failure and frustration. This cycle of unsuccessful effort can erode self-confidence and result in low self-esteem. Scouting can help raise self-esteem by providing experiences that foster feelings of success and accomplishments. Scout leaders can assist by creating a positive outlook, providing tools and strategies for success, and promoting a caring and supportive environment.”

• Help set realistic goals

• Give the Scout frequent, specific and positive feedback

• Accentuate the positive

• Focus on strengths to help keep motivation levels high

• Boost enthusiasm and pride by capitalizing on special talents and interests; nothing builds self esteem like success

• Remember frustration is not all bad– It may be hard for a Scout to think of alternative ways to approach a task once

frustration has set in. Whenever possible, identify possible repair strategies before beginning a new task as a way to decrease anxiety and promote perseverance.

General Tips for Adult and Scout Leaders and Volunteers part 1

Tips for Adult and Scout Leaders and Volunteers part 2

• Expect that mistakes will happen

• Acknowledge a Scout’s important status within the Scouting unit.

• Help Scouts strive for independence.

• Talk about errors and mishaps openly. Try to be objective and consider the context and setting.

• Try to encourage independence, particularly with regard to self help skills and activities for daily living

• Encourage careful planning, risk taking, and evaluation of consequences. Start with small decisions and provide feedback as an “interested observer.” (pages 45-45)

Tips for Speech and Language Disorders

• Ask short questions that can be answered by a simple yes or no.

• Give your full attention.

• Don’t’ interrupt by finishing sentences or supplying words.

• Ask them to repeat themselves if you don’t understand.

• Repeat to the speaker what you thought they said.

• Avoid noisy situations. Background noise makes communication hard for everyone.

• Be patient.

• Structure meeting time, activities and rules so the Scout knows what to expect.

• Post a calendar of events and stick to it.

• Be positive.

• Be realistic about behavior and assignments. Scouts with ADHD simply can’t sit for long periods or follow detailed instructions. Make learning interesting with plenty of hands-on activities.

• Test the Scout’s knowledge and not just his ability to take tests. Test orally or in several short testing sessions might help.

• Begin a formal achievement program.

Tips for Attention Deficit/Hyperactivity Disorder

• Listen and observe carefully to find clues as to how this Scout approaches problems and to determine what his difficulties are.

• Praise and Encouragement can help build self esteem.

• Let other unit members use their friendship and support to show the Scout he belongs.

• Use short, direct instructions that help the Scout know what is expected of him.

• Stay with a regular schedule as much as possible, allowing the Scout to help with assigned duties.

• Give the Scout extra time when needed. Don’t rush his answers.

• Reword instructions or questions if necessary.

Tips for Learning Differences

• Provide consistent, predictable structure

• Give warnings before activity transitions

• Limit stimulation such as bright lights and noise

• Respect body space

• Create and implement a written Scouting program plan

• Provide a visual schedule

• Monitor closely for dangerous situations since children with autism may not have appropriate fear of such.

• Have written rules for meetings, campouts and outings

• Focus on games that develop social skills (good for all Scouts)

Tips for Autism Spectrum Disorder

Scout and Adult Leader Cheat Sheet• Give Scouts specific tasks

• Keep instructions clear and simple– Break tasks into smaller steps. Clarify

language and demonstrate tasks as needed

– Create lists of steps for longer tasks

– Check for understanding by asking Scouts to repeat directions

• Establish clear and consistent routines

• Think of alternative ways to explain tasks and break down activities into smaller steps.

• Look for areas of strength.

• Minimize distractions

• Be consistent

Scout and Adult Leader Cheat Sheet

You Decide!A three year Scout who has attention and learning differences is working on Second and First Class requirements, nearly complete in both.

Lashings and knots* are very difficult for the Scout. He has tried to learn them but says they are too hard. He has looked at YouTube videos and played knot games at home.

He has had opportunities to learn Lashings in summer camp one-on-one with another Scout, at a skills outing in a group setting and on several other outings. The Scout has either been distracted or chose to do another activity other than the lashings and knots. Sometimes the knots and lashings materials were not brought out during an event. The Scout has approached several Scouts at weekly meetings asking for help with the knots/lashings, however these Scouts have either not had time when asked, were unable to assist the Scout or materials were not available. Mid year in his third year, he achieves Second Class. The only remaining requirements for First Class are knots and lashings.

Winter arrives and outings are less Scout activity specific.

How can this Scout learn to be successful in knots and lashings and earn his First Class, which is a goal this Scout wants to achieve. He is capable of learning these skills.

(You can substitute any achievement in this space – i.e. First Aid)

You Decide!A New Scout with special needs is participating in Summer Camp.

As a part of the summer program, the Scouts attend a sleepover for the camping merit badge with other Scouts and counselors from camp.

On the evening of the campout, while the adult leaders are discussing the next day’s events, the Scout appears on the path to the Troop site without a flashlight and without a buddy.

All of the other Scouts taking the Camping Merit Badge are at the alternate campsite with the counselors and other Scouts.

The Scout says he does not want to participate in the overnight campout. The buddy system has been discussed with him several times. This is not the first time he has been found alone without a buddy. The Scout has also started to refuse to take part in other camp activities. It is Tuesday. Camp departs on Saturday.

BSA Resources/Q & A

• Disability Awareness Merit Badge

• Scout Handbook is available in an audio Version

• Merit Badges are available in an audio version

• Questions?