Disability Programs

Scouting is a Program of Opportunities

Excerpts from "Scouting for Youth with Disabilities Manual"  Boy Scouts of America, 2007 printing, page 7

Since its founding in 1910, the Boy Scouts of America has included fully participating members with physical, mental and emotional disabilities.

The basic premise of Scouting for youth with disabilities is full participation.  Youth with disabilities can be treated and respected like every other member of their unit. They want to participate like other youth - Scouting provides that opportunity.  Many of the programs for Scouts with disabilities are directed at (1) helping unit leaders develop an awareness of people with disabilities among youth without disabilities and (2) encouraging the infusion of Scouts with disabilities and special needs in Cub Scout packs, Boy Scout troops, Varsity Scout teams, Venturing crews, and Sea Scout ships.

Many local councils have established their own advisory committees for youth with disabilities and special needs. These committees develop and coordinate an effective Scouting program for youth with disabilities and special needs, using all available community resources.

The Coastal Carolina Council is currently establishing such a Disability Advisory Board.  If you or someone you know has a son with a disability or special need, who would like to join, please contact the Coastal Carolina Council office at (843) 763-0305 and they will put you in contact with the Board liaison.

In Scouts, Advancement is defined as the boy “doing his best” to achieve a particular requirement.    

For more information about the Boy Scouts of America programs for Scouts with disabilities, see the following websites:

Scouting provides accommodations for all disabilities:

• All boys have opportunity attain Eagle through hard work
• Application for Alternate Eagle Scout Rank Merit Badges, No. 58-730
• http://www.scouting.org/scoutsource/BoyScouts/AdvancementandAwards/eaglealt.aspx

Scouting special needs website with resources

http://www.scouting.org/specialneeds.aspx

Modification of requirements and advancement paths is permissible based on an individual’s “abilities”

Scouting for Youth Disabilities Manual

• http://www.scouting.org/filestore/pdf/34059.pdf
• Individualized Scouting Advancement Plan (ISAP)

What is an ISAP?

An ISAP is an "Individual Scout Advancement Plan".  The most commonly known part of this plan is the "Application forAlternate Eagle Scout Rank Merit Badges, No. 58-730".  

ISAP - a written plan developed by the Scout, his parents, and his Scout leader with the approval of the professional providing the documentation of the Scout's disabilities.  This plan provides a lit of each rank advancement being modified, replaced, or eliminated.  Changes or substitutions to the rank are explained.  This letter needs to be approved by the district and council advancement committees before the Scout behind working on modified requirements.   See pg. 115 of the 2007 Disabilities manual for form examples.

But the MOST important portion of the plan is the "Contract" or written plan for orientation of the scout into the unit and ultimately how the scout will learn and become a part of the unit's operations in the longer term.  The ISAP may include strategies about who will train adult leaders and who will provide support for special teaching needs.  It is not uncommon for therapists, classroom teachers, or medical specialists to provide input and ongoing one-on-one support for the Scout and the Unit.
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Autism Spectrum Disorders

Excerpts from "Scouting for Youth with Disabilities Manual"  Boy Scouts of America, 2007 printing, page 55

Autism, Aspergers (now defined as high functioning autism per DSM5), and pervasive development disorder-not otherwise specified are developmental disabilities that share many of the same characteristics.  Usually evident by age 3, autism and PDD-NOS are neurological disorders that affect a child's ability to communicate, understand language, play, and relate to others.

Characteristics:

• Communication problems (using and understanding language)
• Difficulty in relating to people, objects, and events; and may avoid eye contact
• Unusual play with toys and other objects
• Difficulty with changes in routine or familiar surroundings
• May relate to younger children or to adults better than peers
• Repetitive body movements or behavior patterns

The following sections are from some training programs I have provided to Cub Scout and Boy Scout troops to help them prepare for and support boys with special needs, but mostly autism-based, as this is my specific experience

Prevalence of Autism

• 1 in 88 children (CDC, 2012)
• Recently reported as 1:50
• Effects all racial, ethnic and socio-economic groups
• Five times more common in boys (1 in 54) 
• Girls (1 in 252)
• Don’t know what causes Autism
• Some theories regarding vaccinations, but not proven
• No known cure – but proven therapies 
• Applied behavioral analysis (ABA)

Important Points to Keep in Mind

• “If you’ve met someone with Autism, then you’ve met someone with autism…” 
• Each individual is very different, will have different characteristics, and will have different needs 
• Autism is an Ability, not a disability 
• Please don’t label a child as “Autistic” 
• The child is an individual with exciting potential and special abilities 
• The child “has Autism” 
• Remember that any information regarding a child, and Autism, is private personal data. 
• Before proceeding with setting up programming or training others, be sure to get parent’s permission to do so and involve parents in the process

Parental Perspective

All parents offer different levels of participation with their sons and with the scouting organizations.  There is an additional level of complexity for parents of boys with disabilities... they have been through a lot and there needs to be an appreciation for the history.  However, it is very important for the parents to be more involved with their son's scouting adventures than parents of typically developing boys.  

Some parents will be open, honest, and involved with their son.  Some parents will be not be… sometimes to the point of denial and desperation of how to provide for their son.  Whenever possible, involve and work with the parents and/or care-givers (therapists) to develop a beneficial scouting program for the boy.  Leaders do not always have the training or skills for a particular disability and the parents must be the key resource.

Here are some things to keep in mind when meeting with parents:

• They were told at some point in the past that their son will not be the same as other boys in the neighborhood
• They have had to endure a very steep learning curve for therapies and treatments that will work for their son (or decide not to do the programming)
• They have had to grapple with the expense of Autism treatments: 
• Full 40 hr/week program can be $30,000 to $70,000 per year
• Insurance funding is more available than in past but still limited
• They are looking for social opportunities for their son – so that he can also have friends
• Some parents are tired, needing support and help, and in some cases, are desperate for opportunities
• You can imagine that not all parents are as involved as others

Structure and Schedules

Of CRUCIAL Importance

• Set and maintain a structured routine (and schedule) 
• Establish expectations for all activities 
• Unexpected transitions are hard to deal with – always provide warnings ahead of time so boys know “next step” 
• Clear written rules and schedules are very important 
• The “good news” is that a well organized program generates this order anyway…

Meltdowns

• Sometimes when a child with Autism is overwhelmed by “input” and emotions there is a “meltdown” 
• To many unfamiliar with Autism, this may appear to be “Just a temper tantrum” 
• Solution: find a quiet area for the child to calm down and regain control
• Wait to trouble-shoot and fix the situation afterwards. 
• Do not attempt to reason during the “meltdown”
• This is the point where you may consider deviating from standard discipline - find something that appeals to the scout, calm him down, and THEN develop a plan (with him) to move forward.  [i.e. my son loves gummy bears and if given some quiet time to share some bears can be reasoned with to do just about anything.]

Communication

• Difficult for boys with Autism to process verbal and visual input simultaneously 
• Avoid giving long lists of verbal instructions 
• Keep instructions short and then praise accomplishment prior to moving on to next step 
• Provide the parent an advance copy of the den or pack meeting schedule to review with their son before the event.  This is commonly called developing a "social story"

Social Interaction

• Social and group activities are very difficult 
• The child is reluctant to get involved 
• Takes longer to “warm up” to others 
• Don’t force friendships 
• Buddy system and den/patrol method important 
• Pairing a scout with Autism with a buddy, if they are friends, is a huge benefit 
• Do not pair up with constantly changing and arbitrary scouts – this will not help 
• Have several “go to” scouts in den/pack and leadership for boy to be paired with
• The "sure fire" route to success is for the most respective scouts in the Unit to be interested and supportive of the scout.  If the "cool kids" spend time with the scout with autism, then chances are the remainder of the scouts will follow

Scouting Can Help Boys with Autism

• Boy Scouts offers one of the most accepting and nurturing communities available for boys with Autism and other disabilities 
• Small and consistent groups 
• Strong role models (adult and peer) 
• Structured and organized schedules 
• New experiences, but always within the same comfortable known structure 
• Learn basic life skills and independence 
• Opportunity to make friends!!!! 
• Supportive leaders
• The skills learned in Boy Scouts have greater relevance and more specific benefit to boys with autism than typically developing boys... as it is these skills the boys desperately need to function in society and life!

How Can Adult Leaders Help?

• Be a mentor. Be a friend! 
• Educate yourself on how you can make a difference
• Even though Boy Scouts is boy lead, adult leaders may need to have more interaction with scouts with Autism to help them stay on track 
• You may have to use multiple strategies and incentives to accomplish goals (always have a “Plan B” and a “Plan C”) 
• Utilize the parent as the “expert” resource on the individual child and to provide strategies that work 
• Keep doing what you’re doing – but with awareness for individual needs of specific boy

Education of Adult Leaders

• Identify specific needs of boy with Autism
• Do research on Autism and methods that work for educating
• Talk within adult leadership about new scout
• Discuss concerns
• Identify key adult (or adults) who have interests and skills to support
• Access local and council resources to develop awareness in troop
• District or council may have known, people with experience
• Identify pediatricians, therapists, and behaviorists within troop parent ranks
• Use same resources to jointly develop the plan to accommodate the new scout
• Decide how to involve the scout in the troop
• Involve parents and private care-givers/therapists as possible

Develop Disabilities Team

• It is a good idea to have a Troop focus team for scouts with “abilities”
• Identify 3 or 4 interested and skilled leaders to support scouts 
• Available medical, therapy, behavioral resources 

• Develop initial plan with parents: Develop ISAP if needed 

• Provide leadership support and information to boy leaders 

• Facilitate scouting experience for boy: 
• Developing clear, written event schedules 
• Modify teaching methods for scout skills 
• Help anticipate challenging situations in upcoming events 

• Periodically revisit progress, revise after events (i.e. PLC, after campouts) 
• Start – Stop – Continue

How to Educate Youth Leaders?

• Be honest with them 
• Indicate the expectations of the new scout 
• Provide operational boundaries and expectations of boy leaders so they know when to involve adults 
• The scouts will do their best, but they need to know when its ok to ask for help
• Talk about what the new scout is interested in
• If the scouts know what the boy likes... conversation and common likes will be easy to establish
• If there is a modification of discipline policy describe how and why 
• Tell the boy leaders a little about Autism and associated disabilities 
• Identify 1 or 2 scouts who know the new scout and can act as “buddies”. Provide on-going encouragement/praise for these scouts; these are very special scouts if they can relate to boys with special needs so reward them for the extra effort!

Positions of Responsibility

• Many troop positions include a lot of leadership and social interaction 
• May be difficult for children with Autism to succeed 
• Some positions work well 
• Historian, Librarian, Quartermaster, and webmaster 
• Sometimes kids with Autism relate better to younger children or adults 
• Chaplain’s Aide, Den Chief, or Troop Guide 
• (All positions must have clearly stated, written duties.)
• Chances are each unit has a position that the Scout can take on to have them be part of the team and contribute to the greater good of the unit.

Camping

• The decision for when to have the boys attend a campout is highly child specific 
• Needs more focused support on campouts due to looser schedule and more free time. Campouts are generally where behavioral problems arise 
• Recommendations: 
• Do not send on full weekend campout until troop is fully aware of boy’s needs 
• Introduce for Saturday only, or 1 night + Saturday to see how works out 
• There is tendency for parents of special needs child to want to send boy on campout so that they can have a “break” for the weekend 
• The downside is that there is significant pressure on the unit to accommodate if not properly prepared 
• This approach is not advisable (at least early on) 
• Parent or therapist should accompany on campouts 
• The unit needs to make a decision for campouts and summer camp regarding what is best for the boy and what is best for the unit. Use ISAP as roadmap to facilitate.