Severe behavior takes many forms, from physical violence to seizures to unexpected, uninterruptible slumber. We adapt our activities to reduce the risk and impact, but we can’t always predict such incidents. How can we give young people the Scouting experience when they are subject to severe and unpredictable behavior?
For example, a Star Scout with a sleeping disorder wants to take part in National Youth Leadership Training (NYLT), a week-long experience for Scouts and Venturers. The training is run by a volunteer group of adults and youth. The Scout might – or might not – suffer from a sleeping episode. Should he attend despite the risk? Would an episode put him at risk? How would an episode affect his course participation? Would an episode interfere with the course or its participants?
This question – and possible answers – apply to many other advanced Scouting activities.
The recent issue of Scouting 
Special needs advocates at the National Capital Area Council have developed 
We never call Scouts with special needs “special-needs Scouts.” Why, you ask?
The following was originally published in the May-June 2017 issue of Advancement News.
A typical troop has Scouts across the spectrum of behavior and maturity. About one in eight of these Scouts may have a special need or disability that calls for an Individualized Education Plan (IEP) at school. When we accommodate the latter, we help more typical but less mature Scouts as well. Accommodations often fall into five categories: Timing, Scheduling, Setting, Presentation, and Response. We examine these below.