| Sea Scouts · Boy Scouts of America |  |
http://www.seascout.org |
Purpose: The purpose of this course is to help leaders problem solve some of the difficulties encountered in having a Sea Scout who is labeled handicapped in the unit - and hopefully change some common misconceptions about the disabled Sea Scout and the limitations, as well as to give leaders the confidence to handle such situations so that all Sea Scouts, both disabled and non-disabled, can benefit from the situation.
Since each of us is disabled in one way or another by our own lack of ability to do something well - be it sing, draw, or hit a home run, this course will prove to be an eye-opener, as you learn new perspectives on the words "handicapped Sea Scout," and gain new ideas on how to expand and extend scouting to even more youth.
1. Handicap is a matter of perspective. If you see a problem as a handicap, it can be a stumbling block or even an unclimbable mountain. On the other hand, if you see a problem as merely an inconvenience, then anything is possible.
2. All of us are disabled or inconvenienced in one way or another. We wear glasses, break an arm or leg, get sprains, cuts and black eyes. We can't sing, draw, cook, tie knots. We may be color blind, computer illiterate, have trouble with math, etc. Some of these are temporary conditions, some are permanent.
3. Virtually every scout we meet is disabled in some form, but we tend to ignore the minor disabilities and shy away from the major ones altogether: blindness, deafness, wheelchair bound, excessively shy, hyperactive, food allergies, respiratory problems, uncoordinated, can't sit still, won't be quiet, non-participatory, upset about something that happened at school. All these youth are disabled.
4. Disabled Sea Scouts can be a benefit to other youth in the unit. They can help other scouts learn about their problems and afflictions, learn how to help and to feel good about what they are doing. Once they get over their initial discomfort, boys are remarkably sensitive about the needs of others in their units.
5. How hard is it to change a meeting to accommodate a child with a major disability? Surprising, not very - if you plan ahead. Also, these youth may surprise you. For example, when instructing those who are severely visually impaired, be very specific, i.e., "Take two steps to the right," not, "Take two steps."
What are some of the "cons" of "mainstreaming" youth with disabilities/handicaps in the Sea Scouting Program?
"Cons" of "Mainstreaming"
1. If the youth or their parents do not want him/her mainstreamed into a regular unit.
2. If the special needs Sea Scout's parents do not/or will not participate and cooperate in the mainstream program set up for their child.
3. If the facility where the youth is to meet is not set up and accessible to the needs of the special needs Sea Scout.
4. If the special needs Sea Scout finds self not comfortable or accepted in the Mainstream unit.
5. If special needs Sea Scouts are not able to function in the regular community atmosphere they is being placed in.
6. If the youth's handicap or disability is so severe or profound they would not be able to function with their fellow "normal" Sea Scouts.
7. If the handicap or disability of the Mainstreamed youth will restrict the other Sea Scouts by denying them their rights to a good program in their ship.
8. If the group or unit is not willing to accept the special needs Sea Scout.
9. If the adult leadership is not willing to accept the responsibilities that go along with mainstreaming a special needs Sea Scout into their unit.
10. If the adult leadership is not willing to commit to the specialized training necessary to equip them to handle the special needs Sea Scout and his or her needs.
If any of these 10 If's arise it may be better to consider other alternatives and direct the special needs Sea Scout to:
A. A Special Needs Unit equipped and trained to give the Sea Scout a proper program; or,
B. Work the Sea Scout into an in-school program if it is available.
NOTE: A special needs Sea Scout's ability to advance and achieve many times depends on you and the leaders' willingness to help!
How does one "turn on" people to those with disabilities/handicaps?
The first step to having a disabled youth join a Ship is to excite someone about the possibilities that Sea Scouting might have for that youth. Someone must motivate the youth; teachers, parents or a volunteer leader who could in turn make the effort to enroll the youth as a member of a unit. The following are suggestions on how to "turn on--":
a.--a disabled youth to want to be a Sea Scout.
1. Have one of their disabled friends who is in Sea Scouting tell them how great it is.
2. Take the youth to visit a ship's meeting or campout.
3. Paint a verbal picture for the youth of the kinds of activities he or her will be involved in.
4. Have the youth meet the Skipper and one of the Sea Scouts from the ship to eliminate any possible fear of rejection.
5. If the Sea Scout is in a special unit and does not want to leave their friends, have one of his or her buddies transfer to the ship at the same time.
b.--the parents to encourage their child to join.
1. Ideally, the parents would be motivated by their child who wishes to join a ship; however, leaders, teachers or other parents may need to act as the primary motivator.
2. Parents should visit a successful ship which involves disabled youth. Here they would see disabled youth successfully getting along with other non-disabled youth, learning new useful skills, earning badges, showing progress and having fun!
3. Have another parent talk to this youth's parents about the benefits of a Sea Scouting program for disabled youth.
4. The Skipper could explain to parents of the disabled youth, the ship's activities and what is planned in the future to show how great the programs and benefits are.
c.--the volunteer leader to accept and recruit disabled youth.
1. Include "Scouting for the Disabled" in the leader's training program so that he/she is aware and interested.
2. Have Sea Scouts who know a disabled youth tell the leader about the youth as a person, not as a disabled individual.
3. Ask a special education teacher to explain to the Skipper why and how Sea Scouting would benefit a particular disabled youth.
4. Explain to the skipper how the ship will benefit from having this person as a Sea Scout in their unit.
5. If the youth has any Scouting background, ask the leader of his current or former unit to talk to the skipper about the accomplishments the youth has made.
d.--the teacher to promote scouting for his/her students.
1. Show the teacher a list of benefits and educational aspects of Scouting for the disabled.
2. Explain that the disabled youth will be with Sea Scouting leaders who are trained about the nature and needs of the disabled. Resource people will also be available to provide any further help the Skipper may need.
3. Explain to the teacher the procedures that will be used to orient the Sea Scout to the ship as well as the ship to the Sea Scout.
4. If possible have the teacher visit a ship that involves special Sea Scouts. Let the teacher see the ship working; the mainstreaming that makes place, the friendships that develop naturally between youth despite their differences.
5. Have several Sea Scouts talk to the teacher about their program.
6. Ask the skipper to tell about future activities planned for the ship and how the disabled participate in these activities.
7. The experience of seeing Scouting for the disabled in operation will be more convincing than just talking about it.
a. No matter how enthusiastic the parent, teacher, or Skipper may be, the success or failure of integrating a youth with a disability will depend to a great extent on the attitudes of the youth already in the group. Actively involve them in the planning and decision making.
Inform the crew leaders that you want them to find out what their unit thinks about having a youth with a disability in the ship. To help them conduct their meeting, give each a message along these lines: "We have been asked to imagine that a youth who has a disability and can only get about in a wheelchair wants to become a member of our ship. Our skippers would like to know what we think of the idea, and, if we were asked to have such a youth in our crew, would we accept that youth and help him/her to make the most of being a Sea Scout?"
Some questions you might ask to stimulate discussion: "How would having a youth with a disability in the unit affect the unit program? What extra things do you think we would have to do to help him/her? Do you think that youth with disabilities would enjoy Sea Scouting?"
Let each crew have a meeting, lasting only 5-10 minutes without the skipper being present, and then each unit should give a brief report on what was said. What the youth say could lead to a short discussion later about Scouting with the disabled and an opportunity to correct any misconceptions that might have been expressed. This approach will give the unit membership a sense of involvement and help encourage them to think in real and personal terms.
b. Another approach: After talking about the new member's disability, ask the Sea Scouts if they have any idea of what it would be like not to be able to do something they take for granted. Suggest playing a game to find out. The leader should try to simulate as realistically as possible the new member's disability to help the unit youth membership to gain the understanding of the disability.
Blindness - blindfold the Sea Scouts and have them perform such things as "hoist the colors"; "identify other Sea Scouts by voice and locate where they are, produce an end splice."
Deafness - no talking; let the Sea Scouts try to communicate and give instruction by mouthing words, using signs, finger spelling, etc.
Physically Disabled - have a crew, each member having only one arm, stand in place, and hoist an anchor without releasing the rode.
c. Set up a blackboard and announce a "rap" session. Tell the Scouts that they may be getting a new member and that he is a bit different from them, but only in one area. Ask the Sea Scouts to tell and list on the board those things that they all can do, such as feel, smell, run, or ride bicycles. Deliberately leave out the area in which the youth is disabled. Then point out that youth can do all of these except the one thing he cannot do (see, hear, walk, etc.).
d. The skipper and crew leaders should visit the youth and their parents to get to know him/her before he/she attends his/her first meeting. Then, when the youth attends they will find familiar, friendly faces. Introduce the youth to the members briefly and in a matter-of-fact way. Allowing no time for embarrassment, plunge the whole group into a well planned activity which immediately includes and involves the new recruit. Remember, it may take much greater courage for the new member to face the group than for the group to face the new member.
e. An ideal way of introducing members and leaders to Scouting for youth with disabilities is through a joint meeting either with a special (disabled) group or with a regular group which has already successfully integrated youth with disabilities. A joint meeting gives ideal opportunities for youth and leaders to meet, talk, mix and participate in a program and atmosphere well known to all concerned. These joint meetings, particularly between regular units and special units, are often mutually valuable in themselves whether the regular group eventually includes youth with disabilities. Such a meeting gives the youth from the regular unit a wider appreciation of what Sea Scouting is all about, and also gives a real and positive meaning to the youth with the disabilities about the Brotherhood of Scouting.
f. In order to orient the current skippers/mates/committee members who will receive the disabled youth, he or she should secure from the local BSA council service center the booklet entitled Exploring with Disabilities Program Helps, No. 33674. Also refer to the list in Resources for Working with the Disabled.
g. Leaders are also urged to seek further advice and ideas from their Council professional assigned to serving Scouting for the Disabled.
BSA Publications
Boy's Life
Charter & Bylaws of BSA
Explorers with Disabilities Program Helps, No. 33674 (1994 printing)
Scouting for Learning Disabled, No. 33065 (1996)
Scouting for Physical Disabled, No. 33057 (1996)
Scouting for the Blind and Visually Impaired, No. 33063 (1995 printing)
Scouting for the Emotionally Disabled, No. 33008 (1995)
Scouting for the Hearing Impaired, No. 33061 (1994 printing)
Scouting for the Mentally Retarded, No. 33059 (1995 printing)
Scouting for Youth with Physical Disabilities, No. 33057 (1971, 1995 printing)
Scouting magazine
A Scoutmaster's Guide to Working with Scouts with Disabilities, No. 33056 (1995 printing)
Tours and Expeditions, No. 33735
This is a brief list of national organizations that serve as information clearinghouses, referral agencies, or legislative advocates for children, youths, and adults with physical disabilities. A more extensive listing is available through the National Library Service for the Blind and Physically Handicapped at the Library of Congress (see below). You may contact the National Health Information Center (toll free (800) 336-4797) to be directed to the best sources of information. Also, refer to equivalent organizations in your local area for guidance.
American Occupational Therapy Association, 4720 Montgomery Lane, P.O. Box 31220, Bethesda, MD 20824-1220
American Printing House for the Blind, 1839 Frankfort Ave., P.O. Box 6085, Louisville, KY 40206
Association for Children and Adults with Learning Disabilities, 4156 Library Rd., Pittsburgh, PA 15234
Association for Education and Rehabilitation of the Blind and Visually Impaired, 206 N. Washington St., Suite 320, Alexandria, VA 22314
Association for Persons with Severe Handicaps, 7010 Roosevelt Way, NE, Seattle, WA 98115
Association for Retarded Citizens, P.O. Box 6109, Arlington, TX 76005
Association for Specialized and Cooperative Library Agencies, American Library Association, 50 Huron Street, Chicago, IL 60611
Council for Exceptional Children, 1920 Association Dr., Reston, VA 22091
"Direct Link" for the Disabled, P.O. Box 1036, Solvang, CA 93464
Disabled American Veterans, 3527 Alexandria Pike, Cold Springs, KY 41076
Muscular Dystrophy Association of America, 3300 East Sunrise Drive, Tucson, AZ 85718-3208
National Easter Seal Society, 230 West Monroe Street, Suite 1800, Chicago, IL 60606-4802
National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington, DC 20542
President's Committee on Employment of People with Disabilities, 1331 F Street, NW, 3rd Floor, Washington, DC 20004-1107
Special Olympics International, 1325 G St., NW, 5th Floor, Washington, DC 20005
United Cerebral Palsy Association, 1660 L Street, NW, Suite 700, Washington, DC 20036
| |||
|