Scout leader training

1. Scout leader training Module 36 Special Needs

2. Objectives • Explain the Scout Association policy with regard to special needs • Build on prior knowledge and experience of special needs • explain how to identify those Members with special needs • Describe the provision for the range of special needs • Explain the key principles that need to be considered in relation to special needs in scouting, including the impact a member with special needs may have on a section or group • Encourage the importance of valuing all members to promote total inclusion • Identify the various resources available to support scouting with special needs

3. Definitions • “disabled” – an impairment results in a person being restricted in any aspect of daily life • “handicapped” – the environment limits a person from fully partaking in everyday activities

4. The equal opportunities policy a. The Scout Association is committed to extending Scouting, its Purpose and Method to young people in all parts of society. b. No young person should receive less favourable treatment on the basis of, nor suffer disadvantage by reason of: • class • ethnic origin, nationality (or statelessness) or race • gender • marital or sexual status • mental or physical ability • political or religious belief. All Members of the Movement should seek to practise that equality, especially in promoting access to Scouting for young people in all parts of society. The Scout Association opposes all forms of racism.

5. Long term visible Long term invisible Classifying special needs Short term visible Short term invisible

6. Long term visible Spina bifida (wheelchair user) Blindness Allergies excema Long term invisible Hearing impairment Dyslexia allergies Classifying special needs Short term visible Broken limb (wheelchair user) (Using crutches) allergies Short term invisible Hay fever Bereavement allergies

7. Az thay worceb truh the bank, bahk forst, the orls zooped anb biveb deetwem the tez, hotig erly. Gemerably thay bib not se eni ovr amals but sometes thay cub haa the zutig ov sml crtrez What could they hear? Where were they? What were they doing?

8. Task In small groups, discuss the following points and mind map your suggestions • What does scouting have to offer young people with special needs? • What might hinder the integration of a young person with special needs into sections and groups? • Who is responsible in the district for the provision of access to scouting for a young person with special needs?

9. Task (continued) • What might be considered examples of good practice regarding the integration of a young person with special needs into scouting? • What could be done to help young people value and work towards greater integration with peers with special needs? • What resources and support might be available to assist and support the integration of a young person with special needs into scouting?

10. 1. Scouting promotes the integration of young people with special needs by • Recognising those with special needs • Accepting them • Providing for them through mainstream scouting and special groups • Physically integrating them • Valuing them

11. An individual’s integration may be hindered by: • Lack of knowledge • Fear • Misunderstanding • Lack of experience • Insufficient supervision • Unsutiable or inadequate facilities • The perceived negative impact on other members and activities

12. The District Commissioner is responsible for the provision of access to scouting for a person with special needs. It may not be possible, appropriate or in the best interests of the young person to join a particular scout group but if this decision is taken it must be “referred to the DC”

13. The following are examples of good practice: • Recognising that a young person with special needs joins a group or unit, not just a section • Discussion is held with the parents before the young person is accepted or joins the scout group • Discussion is held with all group leaders, ideally at a section leader meeting • Full details and information is obtained from parents on the disorder or disability and medication required. • Agree and specify with parents who can dispense medication, provide treatment or medical care. • Be aware that Scout Insurance Policy does cover Leaders who have to administer controlled drugs. • Where controlled drugs need to be administered e.g. by epipen • following anaphylactic shock, information and training for those involved should be sought from parents or local medical personnel.

14. Working towards and valuing integration of young people • Keep in balance the needs of all Members, not just those with Special Needs. • Provide 'experiential' activities for all Members to develop a greater empathy and understanding of Special Needs. • Preserve a young person's dignity in all situations but especially when providing personal medical care. • Ensure there is adequate safety, supervision, access and facilities. • Where necessary, gain knowledge and information on areas of Special Needs appropriate to young people who you are supporting or are in your care. • Use the support and resources available. • Maintain flexibility and use of common sense.

15. Resources include: • ADC or Adviser (Special Needs) or District Commissioner • ACC or Adviser (Special Needs) • The Scout Information Centre (0845 300 1818) • Factsheets and other Scout Association publications • The website www.scoutbase.org.uk • Specialised websites for specific disorders or disabilities • Specialised resources for specific disorders or disabilities.

16. Case studies Consider the following: • For the first 10 minutes • On first meeting this new Member, what should you have done to find out more about them? • What specific information should have been sought? • What advice do you feel you would give to a fellow Leader about accepting a new Member with Special Needs?

17. Case studies • Move on for the next 10 minutes • As the difficulties began to arise, what actions should you have taken? • What support should have been sought? • Where could you have gained advice and support? • What steps should have been taken to review this Member's progress and involvement with your Section?

18. Case studies • For the final 10 minutes • When the more serious event occurred, what should have been your immediate reaction/actions? • What further actions would have been required on the day? • How would this experience influence your attitude to this particular young person? • How would this influence you in regard to the inclusion of others with Special Needs into your Section? • How would this experience influence your programme planning?

19. It is vital that participants appreciate: • the importance of identifying those Members with Special Needs • how easy it can be to accept a new Member with Special Needs without being fully aware of the implications • the need for adapting the Programme, activity methods or instructions for those with Special Needs • the need for providing, if necessary or appropriate, a sufficient level of support to an individual with Special Needs, including possible one-to-one attention, on occasion • the need for parents or carers to be aware of the Leaders' responsibility for any young person and therefore the need for full information on a disability or disorder including behavioural implications • the need for Leaders and Sections to maintain the good practice of sharing information on many aspects of Scouting, especially with regard to Members with Special Needs.

20. ASSESS THE RISKS • TAKE STEPS TO ELIMINATE OR REDUCE RISKS TO ACCEPTABLE LEVEL • KEEP EVERYONE INFORMED, LISTEN TO SUGGESTIONS