Working with The Special Needs Scout: Tips for Being Prepared Nancy Hinkley, Transition Specialist Mid-State & Hudson Transition Coordination Sites Employment and Disability Institute www.edi.cornell.edu

Scouting is for all boys It is a fact that there are greater numbers of children with diagnosed disabilities than ever before. These children will and should be accessing scouting programs. What can we as leaders, parents, and teachers do to meet their individual needs while moving the entire group through activities?

Learning for Leading - 13 Different Categories of Disability Classification used in NYS schools. These may or may not be relevant to your setting. Disabilities can be site/task specific. Must analyze the disability in terms of what it means for your task and environment.

IEPS and 504 Plans Individualized Education Plans (IEPs) In public schools, disabilities that affect the child in the school are dealt with through two design plans: Individualized Education Plans (IEPs) Special EDUCATION. or Section 504 Plans (Section 504 of the Rehabilitation Act of 1973 – a civil rights, anti- discrimination act) Necessary ACCOMMODATIONS.

An Individualized Education Plan (IEP) is used when students need SPECIAL EDUCATION Services to progress & reach their ability levels in the preschool- grade 12 school environment. A 504 Accommodation Plan is used when a child (or adult) needs “reasonable accommodations” for their disability in school/postsecondary/work settings.

What happens after high school ? Individualized Education Plans (IEPs) – end at high school exit. In adult work & postsecondary education these individuals remain protected under the Americans with Disabilities Act (ADA) and Section 504 – and are required to be provided “reasonable accommodations”, but not content modifications. Students with Section 504 Plans can continue to be covered under 504/ ADA provisions granting equal–access and reasonable accommodations in the school/ workplace/ community – but must self-identify.

Implications for Scout Leaders: If you are told that a child has a disability, you must determine what effect that disability may have on specific scout-program related tasks. Consider the task, consider the scout’s ability/ disability, then modify the education process &/or accommodate the disability as necessary.

Ask the parent for assistance with determining the effect of the disability on the task. Look for ways that scouting activities can fit into, reinforce, and enhance other areas of the scout’s overall educational development. (example: Transition Planning)

For those students with disabilities who have an IEP and are over age 15 – Transition services and activities designed help the student achieve individual postsecondary goals must be included in their IEP.

“Transition services” means a coordinated set of activities for a child with a disability that: 1. is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability……….

…..to facilitate the child’s movement from school to post-school activities, including postsecondary education; vocational education; integrated employment (including supported employment); continuing and adult education; adult services; independent living or community participation; and …

2. …is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests. [602(34)(B)] - From the reauthorized Individuals with Disabilities Education Act (IDEA), signed into law on Dec. 3, 2004, by President George W. Bush. Scouting can provide many transition activities for teens with disabilities

Knowing your scouts Develop Rapport and Do Your Homework: Invest time in knowing each of your charges, then spend even more time getting to know your child with special needs. Conduct a parent interview (and maintain ongoing parent communication). Learn about your students’ area of specific disability. Use scouting resources and others. Know your limits – your own and the groups’. Strength Based Assessment

Develop the boy within the group: “Fair is getting what you need”. Maintain and develop the scout’s self esteem. Try to include one thing that the student can do well in each activity (set up w/ prior cueing if necessary). Always insist on a positive team mentality.

What can the leader control? Begin with the task & then modify – control for: Time -give the gift of time to the child (more time for the task) and yourself (more prep time). Place- quiet setting, minimal distractions. Presentation – can you conduct the activity in ways that minimize the effect of the child’s disability? (Taped text, additional cues, modeling). Adult assistance – get an extra set of hands if necessary (the child’s parent or perhaps others).

Life-long lessons learned- Great and compassionate leaders are often measured by how they treat those who are in their realm. Demonstrating competent, compassionate leadership of the scout with disabilities and enabling him to succeed to his potential within the larger group will have lifelong learning implications for all boys in the group.

Nancy Hinkley, Midstate & Hudson TCS nah36@cornell Nancy Hinkley, Midstate & Hudson TCS nah36@cornell.edu Employment and Disability Institute Cornell University School of Industrial and Labor Relations 201 ILR Extension Building Ithaca, New York 14853 t. 607.255.1109 f. 607.255.2763 ilr_edi@cornell.edu www.edi.cornell.edu