From <@tcuavm.is.tcu.edu:owner-scouts-l@TCUBVM.IS.TCU.EDU> Sun Feb 8 13:22:57 1998 Return-Path: <@tcuavm.is.tcu.edu:owner-scouts-l@TCUBVM.IS.TCU.EDU> Received: from tcuavm.is.tcu.edu (TCUAVM.IS.TCU.EDU [138.237.128.148]) by cap1.CapAccess.org (8.6.12/8.6.10) with SMTP id NAA16060; Sun, 8 Feb 1998 13:22:57 -0500 Received: from TCUBVM.IS.TCU.EDU by tcuavm.is.tcu.edu (IBM VM SMTP V2R2) with BSMTP id 3211; Sun, 08 Feb 98 12:15:27 CDT Received: from TCUBVM.IS.TCU.EDU (NJE origin LISTSERV@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 7409; Sun, 8 Feb 1998 12:16:17 -0500 Received: from TCUBVM.IS.TCU.EDU by TCUBVM.IS.TCU.EDU (LISTSERV release 1.8b) with NJE id 7396 for SCOUTS-L@TCUBVM.IS.TCU.EDU; Sun, 8 Feb 1998 12:12:55 -0500 Received: from TCUBVM (NJE origin SMTP@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 7395; Sun, 8 Feb 1998 12:12:46 -0500 Received: from tcs.wap.org by tcubvm.is.tcu.edu (IBM VM SMTP V2R2) with TCP; Sun, 08 Feb 98 12:10:19 CDT Received: by tcs.wap.org (Stalker Internet Mail Server 1.6b4) with FILE id S.0000062791 for ; Sun, 08 Feb 1998 13:10:18 -0500 Message-ID: <1998Feb8.131115.32@tcs.wap.org> Date: Sun, 8 Feb 1998 13:11:29 EST Reply-To: Jay Thal Sender: Scouts-L Youth Group List From: Jay Thal Organization: Washington Apple Pi, Ltd. user group in Washington, D.C. Subject: Mental Retardation, Scouting for Youth with To: Multiple recipients of list SCOUTS-L Status: RO X-Status: SCOUTING FOR YOUTH WITH MENTAL RETARDATION NO. 33059 Over two decades ago United States Federal law mandated that children with disabilities be afforded an education in the least restrictive environment. This did two things: it required that school districts provide access to full educational opportunities rather than excluding them from education because modification of curricula or facilities was inconvenient or costly; and, that to benefit the children, and to the degree possible, students with disabilities be included in regular educational settings rather than isolated from their peers. This later concept is called mainstreaming. U.S. Scouting has, and continues to have, units which are school or institutionally based which bring Scouting to groups of youth isolated because of their disabling conditions. But, Scouting encourages units to embrace all within mainstream units. All youth are unique. Each bring different strengths and gifts to the unit. Each learn from one another, irrespective of their own strengths or gifts. Scouting should be a microcosm of that idealized society we strive for as part of our developmental goals. This is one of a series of brief reviews of U.S. Scouting publications which provide support, guidance, and direction to units and leaders in the belief that Scouting and Scouts gain from inclusion. My intention is to share this information so that Scouters will be encouraged to expand their recruitment efforts. It will be republished from time to time, or sent upon request. This is also intended to encourage Scouters to secure the original and complete publications from BSA, for their own use. The antecedents for many of these publications date to the mid-1970s. Perhaps BSA will, sometime, publish a list of them in its annual catalog, as well. Policies or initiatives of other Nations would be welcome and shared. Among the publications are: A Scoutmaster s Guide to Working with Scouts with Disabilities; Scouting for Youth with Emotional Disabilities; Mental Retardation; Physical Disabilities; Hearing Impairments; Blind and Visually Impaired; Learning Disabilities; Exploring;.... This Preamble will be included with each review. SCOUTING FOR YOUTH WITH MENTAL RETARDATION.... No. 33059 1995, ISBN 0-8395-3059-5, 17 pages *Many boys with mental retardation frequently surprise their parents, teachers and friends with their accomplishments when they are provided with opportunities to learn and succeed. This is particularly so when they can participate in Scouting and other leisure activities alongside their nondisabled peers.* - Dr. Alan Abeson Scouting is for all youth, just some learn differently. The developmentally disabled may, simply, process information slower (like a PC with a lower clock speed) but they can learn, retain that knowledge, and enjoy like anyone else. Scouting helps because it fosters faith, hope, understanding and desire. Scouting helps because it develops adaptive skills. Rewards and recognition develop confidence. The chapter on why Scouting helps addresses the Scouting Spirit; frequent recognition; leaders learning as they teach; selecting the unit; and the right leader. Important questions are answered about mental retardation: What is it? What are adaptive skills? How many people are affected? How does it affect the individual? How is it diagnosed? What is Mental Age? and, What are the causes? Youth with mental retardation can be registered before completing the requirements for the Scout badge. Memorization need not be required to learn the Oath, Law, Slogan or Motto, an understanding of the content is the goal. Advancement requirements can be both modified and tailored to the individual need. Guidance on membership, advancement, and alternative merit badges is provided. Group activities, games, ceremonies, and uniforming provide structure and enhance learning. The same texts Scouters use with regularity: Woods Wisdom; songbooks; Boys Life provide the activities for learning by doing. Article XI, Section 3, Clause 19 of the BSA Rules and regulations reads, in part: ...under such rules and regulations as may be prescribed upon consultation with appropriate medical authorities, registration of boys who are either mentally retarded or severely physically handicapped...as Cub Scouts...over age 18 as Boy Scouts, or Varsity Scouts, and registration of young adults...over age 21 as Explorers, and the participation of each in the respective advancement programs while registered, is authorized. From <@tcuavm.is.tcu.edu:owner-scouts-l@TCUBVM.IS.TCU.EDU> Mon Feb 9 08:37:15 1998 Return-Path: <@tcuavm.is.tcu.edu:owner-scouts-l@TCUBVM.IS.TCU.EDU> Received: from server1.capaccess.org (server1.CapAccess.org [207.91.115.5]) by cap1.CapAccess.org (8.6.12/8.6.10) with ESMTP id IAA09287; Mon, 9 Feb 1998 08:37:15 -0500 Received: from tcuavm.is.tcu.edu (TCUAVM.IS.TCU.EDU [138.237.128.148]) by server1.capaccess.org (AIX4.2/UCB 8.7/8.7) with SMTP id IAA25984; Mon, 9 Feb 1998 08:29:46 -0500 (EST) Received: from TCUBVM.IS.TCU.EDU by tcuavm.is.tcu.edu (IBM VM SMTP V2R2) with BSMTP id 3735; Mon, 09 Feb 98 07:29:31 CDT Received: from TCUBVM.IS.TCU.EDU (NJE origin LISTSERV@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 0295; Mon, 9 Feb 1998 07:30:20 -0500 Received: from TCUBVM.IS.TCU.EDU by TCUBVM.IS.TCU.EDU (LISTSERV release 1.8b) with NJE id 9218 for SCOUTS-L@TCUBVM.IS.TCU.EDU; Mon, 9 Feb 1998 07:28:33 -0500 Received: from TCUBVM (NJE origin SMTP@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 9217; Sun, 8 Feb 1998 21:21:48 -0500 Received: from tcs.wap.org by tcubvm.is.tcu.edu (IBM VM SMTP V2R2) with TCP; Sun, 08 Feb 98 21:21:08 CDT Received: by tcs.wap.org (Stalker Internet Mail Server 1.6b4) with FILE id S.0000063251 for ; Sun, 08 Feb 1998 22:21:14 -0500 Message-ID: <1998Feb8.222704.81@tcs.wap.org> Date: Sun, 8 Feb 1998 22:28:28 EST Reply-To: Jay Thal Sender: Scouts-L Youth Group List From: Jay Thal Organization: Washington Apple Pi, Ltd. user group in Washington, D.C. Subject: Explorers with Disabilities ? ? ? To: Multiple recipients of list SCOUTS-L Status: RO X-Status: EXPLORERS WITH DISABILITIES PROGRAM HELPS NO. 33674 Over two decades ago United States Federal law mandated that children with disabilities be afforded an education in the least restrictive environment. This did two things: it required that school districts provide access to full educational opportunities rather than excluding them from education because modification of curricula or facilities was inconvenient or costly; and, that to benefit the children, and to the degree possible, students with disabilities be included in regular educational settings rather than isolated from their peers. This later concept is called mainstreaming. U.S. Scouting has, and continues to have, units which are school or institutionally based which bring Scouting to groups of youth isolated because of their disabling conditions. But, Scouting encourages units to embrace all within mainstream units. All youth are unique. Each bring different strengths and gifts to the unit. Each learn from one another, irrespective of their own strengths or gifts. Scouting should be a microcosm of that idealized society we strive for as part of our developmental goals. This is one of a series of brief reviews of U.S. Scouting publications which provide support, guidance, and direction to units and leaders in the belief that Scouting and Scouts gain from inclusion. My intention is to share this information so that Scouters will be encouraged to expand their recruitment efforts. It will be republished from time to time, or sent upon request. This is also intended to encourage Scouters to secure the original and complete publications from BSA, for their own use. The antecedents for many of these publications date to the mid-1970s. Perhaps BSA will, sometime, publish a list of them in its annual catalog, as well. Policies or initiatives of other Nations would be welcome and shared. Among the publications are: A Scoutmaster s Guide to Working with Scouts with Disabilities; Scouting for Youth with Emotional Disabilities; Mental Retardation; Physical Disabilities; Hearing Impairments; Blind and Visually Impaired; Learning Disabilities; Exploring;.... This Preamble will be included with each review. EXPLORERS WITH DISABILITIES PROGRAM HELPS No. 33674 1996, ISBN 0-8395-3674-7, 24 pages Pictorially, and by a ratio of 18 to 16, male type people outnumber female type people in this publication. One can tell by length of hair and whether they have earrings! It is a mischaracterization, of course! So is the statement: *Exploring is the Boy Scouts of America program for men and women ages 14 through 20.*, or later speaks to *...involvement...in all activities.* Oops! Perhaps that is why there are no words to address advancement, and membership is, at best, ambiguously addressed because young females can neither become members of a Post nor advance through any ranks nor receive awards. Neither is there anywhere quoted Article XI, Section 3, Clause 19 (below), because it inelegantly speaks to the *...registration of young adults...participation...in the respective advancement programs....* Article XI, Section 3, Clause 19 of the BSA Rules and regulations reads, in part: *...under such rules and regulations as may be prescribed upon consultation with appropriate medical authorities, registration of boys who are either mentally retarded or severely physically handicapped...as Cub Scouts...over age 18 as Boy Scouts, or Varsity Scouts, and registration of young adults...over age 21 as Explorers, and the participation of each in the respective advancement programs while registered, is authorized.* Exploring is described as a social activity (I will not touch that one with a ten-foot pole) for young men and women designed to build character, citizenship, and fitness. Exploring is a program in which like minded youth can match their interests be that community service, recreation, or career orientation. For those Post members (?) who are not disabled (and that is the focus), it describes how they can do things for the disabled: build, teach, train, decorate, instruct, etc. And, for those members, there are two pages designed to raise sensitivity and increase disability awareness through role-play. So when do we get to Explorers with disabilities? Well, there is very little about actually having a person with a disability actively involved in the Post. The term *Noblesse Oblige* comes to mind, as does Marie Antoinette*s famous quote. Do not spend your $5.00 on this one. I hope my summary is unambiguous.