This document provides information and guidance for leaders working with Scouts who have disabilities. It defines key terms like disability and special needs. It discusses the benefits and challenges of inclusion versus disability-specific Scout units. Guidelines are presented for organizing an advisory committee, handling Scouts with disabilities in units, selecting the right leadership, and involving parents. Adaptive approaches and flexibility in advancement requirements are also addressed to help all Scouts participate fully in Scouting.

1. Scouting for Youth with Disabilities Part I-III Presentation prepared by Lindsay Foster Doctoral Dissertation Candidate 2011 Longhorn Council, Boy Scouts of America

2. DEFINITIONS

8. SIGNIFICANT DATES

10. HOW TO ORGANIZE THE SCOUTING FOR YOUTH WITH DISABILITIES PROGRAM IN YOUR COUNCIL

15. HANDLING SCOUTS WITH DISABILITIES WITH IN A UNIT

24. Adaptive Approaches Materials Adaptation Architectural Adaptation Leisure Companion Adaptation Cooperative Group Adaptation Behavioral Adaptation EXAMPLE SOLUTION

30. Introduction to Advancement

32. Sample Guidelines for Questions to Ask for Membership and Advancement Youth’s name What is/are his/her disability/disabilities? Does he/she have an IEP (ARD) or 504 Plan from his/her school that can be used with his/her involvement with Scouting? Can he/she walk without assistance? With assistance? How? Crutches? Wheelchair? Other types of support? Does he/she wear a prosthesis? Can he/she adjust it? If not, can he/she direct others in adjusting it? Does he/she wear a helmet for protection against falls? When and for what purpose? Can he/she eat independently? What support is needed? Does he/she need a special diet or allergies? If so, attach list. Does he/she dress independently? What support is needed? Does he/she have normal hearing? Wear a hearing aid? Is he/she taking any medications? What types and dosages? Does he/she self-medicate? If not, who does it and how? Is there a written medication schedule? Does he/she have normal vision? Wear glasses? For what purpose? Does he/she wear a collection device? Does he/she toilet independently? What support is needed?

33. Scouting for Youth with Disabilities Part IV-VIII Presentation prepared by Lindsay Foster Doctoral Dissertation Candidate 2011 Longhorn Council, Boy Scouts of America

34. ADULT LEADERSHIP SUPPORT

39. THE ROLE OF PARENTS

40. The Role of Parents Prior to joining the unit, parents and the Scout with disabilities should meet with the Scout leader to explain the prospective Scout’s needs. The Scout should be present at the pre-joining conference so that he or she CLEARLY understand the expectations of Scouts in the unit. Allow the Scout to contribute as much as possible. The following are some of the issues that should be discussed: General Characteristics Physical Capabilities Mental Capabilities Medication Discipline Diet and Eating Restrictions Independent Living or Self-Care Skills Transportation Unit Operation

41. SELECTING THE RIGHT ADULT LEADERSHIP

53. Application for Alternate Eagle Scout Rank Merit Badge Instructions

54. Purpose of the Eagle Scout Award A recipient of the Eagle Scout Award is a Boy Scout, Varsity Scout, or qualified* Venturer who applies the principles of the Scout Oath and Law in his daily life. He has achieved the qualities listed below because of determination and persistence through the advancement program.

55. Boy Scouting Program Support

65. Recognitions