Beginning in 2001, every Boy Scout Jamboree at Fort A.P. Hill included a one-armed archery activity. At the Fort, it used a special one-handed bow-and-arrow fixture in a quonset hut as part of the disAbilities Awareness Challenge. When the Jamboree moved to the Summit in 2013 there was no enthusiasm for installing the fixture on the archery range. That attitude changed in 2017.
Deaf and hard of hearing Scouts, Scouters and family members present new challenges for many units. Units, districts and councils aren’t legally obligated to provide a sign language interpreter for deaf participants, and often can’t afford a professional, certified interpreter. Yet we want to include everyone in the Scouting experience. We benefit both deaf and hearing participants when we make accommodations. These can range from pre-printed materials and visual aids to American Sign Language (ASL) interpreters.
Scott Hellen, a National Jamboree staffer with limited mobility, shares observations on his Jamboree experience.
We all have preconceived expectations of what our first time on staff at a National Jamboree will be like. I was looking forward to working hundreds of Scouts from around the country and abroad as they came through the Disabilities Awareness Challenge, dAC. I also wanted to meet the adult Scouters that came from various locations and diverse backgrounds to serve as dAC staff. I learned fast that reality does not always meet one’s expectations.
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.
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.
Be sure to accommodate Scouts when completing advancement requirements. While written requirements must be followed to the letter, accommodations may be used where appropriate. For example, a list might not need to be a written list, and the Scout might not be the one actually writing things down.
Reprinted from the Spring 2017 Abilities Digest
Contributed by a camp staff alum
Communication and teamwork are the key ingredients to a great summer camp experience for Scouts with special needs.
It’s been 30 years since I last worked on summer camp staff, but some of the most vivid memories I have are working with the Scouts and leaders of Troop 191 from the Widener Memorial School in Philadelphia. This troop of amazing men with various disabilities; both young and old, joined us for our first week of camp each season and it was as meaningful an experience for the staff as it was for the campers.