From <@tcuavm.is.tcu.edu:owner-scouts-l@TCUBVM.IS.TCU.EDU> Thu Jan 22 21:26:06 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 VAA14862; Thu, 22 Jan 1998 21:26:06 -0500 Received: from TCUBVM.IS.TCU.EDU by tcuavm.is.tcu.edu (IBM VM SMTP V2R2) with BSMTP id 2684; Thu, 22 Jan 98 20:18:30 CDT Received: from TCUBVM.IS.TCU.EDU (NJE origin LISTSERV@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 2351; Thu, 22 Jan 1998 20:19:12 -0500 Received: from TCUBVM.IS.TCU.EDU by TCUBVM.IS.TCU.EDU (LISTSERV release 1.8b) with NJE id 2316 for SCOUTS-L@TCUBVM.IS.TCU.EDU; Thu, 22 Jan 1998 20:16:41 -0500 Received: from TCUBVM (NJE origin SMTP@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 2315; Thu, 22 Jan 1998 20:15:48 -0500 Received: from tcs.wap.org by tcubvm.is.tcu.edu (IBM VM SMTP V2R2) with TCP; Thu, 22 Jan 98 19:45:44 CDT Received: by tcs.wap.org (Stalker Internet Mail Server 1.5) with FILE id S.0000039114 for ; Thu, 22 Jan 1998 20:13:36 -0500 Message-ID: <1998Jan22.201750.82@tcs.wap.org> Date: Thu, 22 Jan 1998 20:18:12 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: Scouts with Emotional Disabilities To: Multiple recipients of list SCOUTS-L Status: RO X-Status: SCOUTING FOR YOUTH WITH EMOTIONAL DISABILITIES, NO. 33056 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. The antecedents for many of these publications date to the mid-1970s. 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. 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 EMOTIONAL DISABILITIES .... No. 33008 1994, ISBN 0-8395-3008-0, 17 pages What should we know about emotional disabilities? It is estimated that 20 percent of all children have emotional difficulties of some kind or to some degree. Scouting is for all. 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. Emotional problems are often unseen, unexpressed, and unanticipated. The problems can stem from conflicting emotions, hormonal imbalances, feelings of abandonment, learned patterns of life, or learning disabilities. They can manifest themselves through inappropriate behavior. Trust and perseverance, together with a therapeutic program can, over time, overcome problems. Scouting can be part of that conscious effort. Discussed are Special Units and special leadership needs, but a carefully planned and integrated program in a community unit can serve the needs of emotionally disabled youth, and allow them to interact with other youth of their community. Scouting opportunities range from Cub Scouting through Exploring and the Patrol Method offers the structure so often necessary to socialize and encourage responsible behavior. Aids to Advancement discusses key elements such as: immediate recognition; the outdoor program; leadership development; and personal growth. Merit Badges and rank advancement support and validate the individual efforts of the Scout. Briefly addressed are the Americans with Disabilities Act and U.S. Department of Education guidelines and what they mean. Listed are a variety of resources - organizations and publications which can aid the Scouter understand, and the family of the youth address pressing needs. From <@tcuavm.is.tcu.edu:owner-scouts-l@TCUBVM.IS.TCU.EDU> Mon Jan 19 11:41:31 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 LAA03064; Mon, 19 Jan 1998 11:41:31 -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 LAA26400; Mon, 19 Jan 1998 11:34:20 -0500 (EST) Received: from TCUBVM.IS.TCU.EDU by tcuavm.is.tcu.edu (IBM VM SMTP V2R2) with BSMTP id 8420; Mon, 19 Jan 98 10:34:08 CDT Received: from TCUBVM.IS.TCU.EDU (NJE origin LISTSERV@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 9308; Mon, 19 Jan 1998 10:34:54 -0500 Received: from TCUBVM.IS.TCU.EDU by TCUBVM.IS.TCU.EDU (LISTSERV release 1.8b) with NJE id 9303 for SCOUTS-L@TCUBVM.IS.TCU.EDU; Mon, 19 Jan 1998 10:34:12 -0500 Received: from TCUBVM.IS.TCU.EDU (NJE origin LISTSERV@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 9302; Mon, 19 Jan 1998 10:34:10 -0500 Approved-By: EIDSON@TCUBVM Received: from TCUBVM (NJE origin SMTP@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 4455; Sun, 18 Jan 1998 12:48:59 -0500 Received: from tcs.wap.org by tcubvm.is.tcu.edu (IBM VM SMTP V2R2) with TCP; Sun, 18 Jan 98 12:48:55 CDT Received: by tcs.wap.org (Stalker Internet Mail Server 1.5) with FILE id S.0000032974 for ; Sun, 18 Jan 1998 13:48:09 -0500 Message-ID: <1998Jan18.135113.81@tcs.wap.org> Date: Sun, 18 Jan 1998 13:51:51 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: Disablities To: Multiple recipients of list SCOUTS-L Status: RO X-Status: A SCOUTMASTER S GUIDE TO WORKING WITH SCOUTS WITH DISABILITIES, NO. 33056 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. The antecedents for many of these publications date to the mid-1970s. 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. 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. A SCOUTMASTER S GUIDE .... No. 33056 1995, ISBN 0-8395-3056-0, 8 pages This is more than a guide for Scoutmasters. Its strength can be multiplied when shared with parents of the Scout, as well as with junior leaders. Under General Guidelines it deals with: Leadership Techniques; Providing Encouragement; Giving Instruction; and Providing Supervision and Discipline. Unremarkably, these guides are applicable to all youth and in the world at large. Included is a necessary glossary of Definitions of Types of Disabilities, and starts with Attention Deficit Disorder (ADD), that ubiquitous syndrome which may be at the root of the difficult Scout. Guidelines for Specific Types of Disabilities provides common sense suggestions for interacting with other individuals which those without the specific disability may not, initially, understand. Observing the guides will enhance the mutual respect necessary for a wholesome relationship. Parents have often coped with, overcome, or developed strategies which work within the family setting regarding their child with a disability. Their actions, often, have become transparent in their daily lives. Therefore, the segment on the Parents Prejoining Conference, will help elicit necessary information which can assure success. Guidelines for Membership and Advancement advances the notion that the developmental goals of Scouting are not set in cement. A creative understanding and implementation of advancement criteria can lead to achievements and successes. One should work through your Council Committee but, Alternative Requirements for Tenderfoot, Second Class, and First Class ranks can be developed. Alternative Merit Badges for Eagle Scout Rank are available. The Scouter can design and develop an individualized advancement plan for each youth in need. From <@tcuavm.is.tcu.edu:owner-scouts-l@TCUBVM.IS.TCU.EDU> Mon Jan 26 11:24:12 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 LAA07225; Mon, 26 Jan 1998 11:24:12 -0500 Received: from TCUBVM.IS.TCU.EDU by tcuavm.is.tcu.edu (IBM VM SMTP V2R2) with BSMTP id 1185; Mon, 26 Jan 98 10:12:51 CDT Received: from TCUBVM.IS.TCU.EDU (NJE origin LISTSERV@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 2912; Mon, 26 Jan 1998 10:13:39 -0500 Received: from TCUBVM.IS.TCU.EDU by TCUBVM.IS.TCU.EDU (LISTSERV release 1.8b) with NJE id 2905 for SCOUTS-L@TCUBVM.IS.TCU.EDU; Mon, 26 Jan 1998 10:12:53 -0500 Received: from TCUBVM (NJE origin SMTP@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 2904; Mon, 26 Jan 1998 10:12:51 -0500 Received: from tcs.wap.org by tcubvm.is.tcu.edu (IBM VM SMTP V2R2) with TCP; Mon, 26 Jan 98 10:11:43 CDT Received: by tcs.wap.org (Stalker Internet Mail Server 1.5) with FILE id S.0000043257 for ; Mon, 26 Jan 1998 11:10:52 -0500 Message-ID: <1998Jan26.111330.2@tcs.wap.org> Date: Mon, 26 Jan 1998 11:13:45 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: Youth with Learning Disabilities To: Multiple recipients of list SCOUTS-L Status: RO X-Status: SCOUTING and the LEARNING DISABLED - A Manual for Scouting Leaders NO. 3065 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 and the LEARNING DISABLED - A Manual for Scouting Leaders. No. 3065 1987, ISBN 0-8395-3065-X 28 pages Ed. - At this time, this publication is out of print, a situation which I find regrettable because of the resources it provides to the Scouter. Find one if you can. Learning disabilities (LD) can affect individuals irrespective of their perceived or measured mental acuity, creativity, or leadership potential. Einstein, Edison, and Churchill were LD. It is as if the CPU (brain) of your computer was miswired. LD fall into three basic categories: Dyscalculia - the inability to do math; Dysgraphia - the inability to write; and, Dyslexia - the inability to read. This publication is replete with affirmations, examples, and quotes on how Scouting fills the crucial needs of Learning-disabled youth. It also addresses Peer Help, and how the disabled and nondisabled benefit from one another in shared activities. It also addresses the behavior and social skills of the Learning-disabled adolescent. What is most valuable, and provides structure and guidance, is its specificity. There are checklists for identifying learning disabilities - helpful for a professional or at a pre-joining conference; and one for Scout leaders to use. There is a segment on Sports, and what to look for in attitude, body movement, visual abilities, and auditory processing and organizational skills. But it goes further to suggest what sports to pick, and guidelines for teaching sports. It also suggests special sports equipment, and how to adapt aquatics programs. Some references are dated (Skill Awards), but there are suggestions on adapting activities of Cub, Boy,and Varsity Scouting; and Exploring and community service. And, the references at For More Information are abundant and useful. 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> Fri Jan 30 11:37:36 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 LAA27647; Fri, 30 Jan 1998 11:37:36 -0500 Received: from TCUBVM.IS.TCU.EDU by tcuavm.is.tcu.edu (IBM VM SMTP V2R2) with BSMTP id 6209; Fri, 30 Jan 98 10:29:57 CDT Received: from TCUBVM.IS.TCU.EDU (NJE origin LISTSERV@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 1531; Fri, 30 Jan 1998 10:30:40 -0500 Received: from TCUBVM.IS.TCU.EDU by TCUBVM.IS.TCU.EDU (LISTSERV release 1.8b) with NJE id 1526 for SCOUTS-L@TCUBVM.IS.TCU.EDU; Fri, 30 Jan 1998 10:29:48 -0500 Received: from TCUBVM (NJE origin SMTP@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 1525; Fri, 30 Jan 1998 10:29:47 -0500 Received: from tcs.wap.org by tcubvm.is.tcu.edu (IBM VM SMTP V2R2) with TCP; Fri, 30 Jan 98 10:28:53 CDT Received: by tcs.wap.org (Stalker Internet Mail Server 1.5) with FILE id S.0000050446 for ; Fri, 30 Jan 1998 11:28:57 -0500 Message-ID: <1998Jan30.111829.58@tcs.wap.org> Date: Fri, 30 Jan 1998 11:18:57 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: Hearing Impaired Scouts To: Multiple recipients of list SCOUTS-L Status: RO X-Status: SCOUTING FOR THE HEARING IMPAIRED NO. 33061 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. The antecedents for many of these publications date to the mid-1970s. 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. 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 THE HEARING IMPAIRED .... No. 33008 1994, ISBN 0-8395-3061-7, 32 pages Starting on page 23 there is, graphically displayed, fingerspelling - the signed alphabet for the hearing impaired What follows are photographs of Scouts and Cubs demonstrating The Scout Law; Motto; Slogan; and Oath; and the Law of the Pack; Cub Scout Motto; and Promise in American Sign Language (ASL) - a great learning experience for all Scouts. In order to understand hearing disabilities there is an explanation of the differences between pre- and post-lingually acquired hearing impairments, and the difference between those and being RsimplyS hard of hearing, and the education of children. WouldnUt it be interesting to work with youth who live by signs rather than those who take time when Rthe sign is upS?; or how about you old-timers who regret the demise of semaphore? But, I digress.... Discussed are opportunities for the Hearing-Impaired Boy in a Unit of Hearing Boys; the communications between both; restrictions on participation; and current trends and mainstreaming. Also discussed is a Scouting program in a school for hearing impaired youth, and advancement from Bobcat through Eagle, in the Cubs, scouts, and Exploring. Suggestions are offered on the conduct of Den, Pack, Troop, and Patrol meetings, as well as special activities and the Outdoor program. In a chapter on Special Considerations Social and Psychological needs are addressed, as too are hearing aids and situations such as swimming, darkness, and hiking. Appendix 1 covers organizing a unit in a residential school, and the resources needed. Appendix 2 covers Training Aids and Appendix 3 notes published resources, both Scouting and Non-scouting. Signing is a language for which Scouts and Scouters can earn an interpreter strip. 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> Wed Feb 4 10:50:54 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 KAA26962; Wed, 4 Feb 1998 10:50:54 -0500 Received: from TCUBVM.IS.TCU.EDU by tcuavm.is.tcu.edu (IBM VM SMTP V2R2) with BSMTP id 9402; Wed, 04 Feb 98 09:43:16 CDT Received: from TCUBVM.IS.TCU.EDU (NJE origin LISTSERV@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 6022; Wed, 4 Feb 1998 09:44:00 -0500 Received: from TCUBVM.IS.TCU.EDU by TCUBVM.IS.TCU.EDU (LISTSERV release 1.8b) with NJE id 4266 for SCOUTS-L@TCUBVM.IS.TCU.EDU; Wed, 4 Feb 1998 09:42:53 -0500 Received: from TCUBVM (NJE origin SMTP@TCUBVM) by TCUBVM.IS.TCU.EDU (LMail V1.2a/1.8a) with BSMTP id 4265; Tue, 3 Feb 1998 15:02:48 -0500 Received: from ha1.rdc1.sfba.home.com by tcubvm.is.tcu.edu (IBM VM SMTP V2R2) with TCP; Tue, 03 Feb 98 15:01:48 CDT Received: from [24.1.77.172] by ha1.rdc1.sfba.home.com (Netscape Mail Server v2.02) with SMTP id AAA10856; Tue, 3 Feb 1998 12:51:07 -0800 X-Mailer: Mozilla 3.01-C-AtHome0304 (Macintosh; U; PPC) MIME-Version: 1.0 References: Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Message-ID: <34D713A8.7053@home.com> Date: Tue, 3 Feb 1998 12:55:11 +0000 Reply-To: "Mark S. Nelson" Sender: Scouts-L Youth Group List From: "Mark S. Nelson" Organization: CSD BSA Troop 11 Subject: Re: Hearing Impaired Scouts X-To: "Strommen, Randy" To: Multiple recipients of list SCOUTS-L Status: RO X-Status: Strommen, Randy wrote: > I'm sorry, but the renditions listed in the book are for Signed English, > NOT ASL. We have needed the Deaf Community adults come in and teach our > boys these items in ASL. > > As an example > > I pledge allegiance > to the flag of the United States of America > and to the republic, for which it stands > One nation, under God, > indivisible > with Liberty and Justice for all > > ASL version > > Me Support (sign suppot with strong commitment, not namby pamby) > flag U-S America > republic which stands > One Nation Under God > Not divisible > with Liberty Justice (ifs) for A-L-L (A-L-L is finger spelled) > > Scout Law > A Scout is .... > > ASL > Me Scout Same ... > although we sometimes do A Scout Is.. > > Scout Promise > On my honor > I will do my best to do my duty to God and my country > and to Obey the Scout Law; > To help other people at all times, > To keep myself physically strong, mentally awake, and morally straight. > > ASL > On My Honor > Do my best do duty God and Country > Obey Scout Law > Help Other People A-L-L Times > Keep Myself Strong Focused and Do Straight Hi Randy, I do not agree with the American Sign Language (ASL) versions of the pledge of allegiance, scout oath or scout law. At my school, California School for the Deaf, Fremont where so many students are fleunty in ASL and the school adopts ASL as first language, the students are taught pledge of allegiance in ASL in their classrooms which is fine with me. But once the scouts come in the scout room, they are NOT ALLOWED to do pledge of allegiance in ASL. This practice of ASL version will not prepare them for the Eagle board of review where the scouting staff from the council would expect them to demonstrate it in right way. And at the camporees where some Deaf troops are asked to do pledge of allegiance, I would expect them to say in proper ways so the hearing scouts won't find it humor, or find it a thing to tease about. Also, I would like to have my Scouts to be treated same as other scouts so they would know they are normal, too, except they can't hear. For example, they are appreciated that at the indoor rally when other scoutmasters agreed that my troop would be excepted from the requirement of wearing blindfolds in a relay because they couldn't hear and needed to use their sights, I intrupted the discussion and told them that I won't allow that. I wanted them to do the same what other scouts did. I was sure that they would like to challenge with blindfolds. The scouts were relieved when I told them what I did. YiS, Mark S. Nelson Deaf Scoutmaster, Troop 11 California School for the Deaf, Fremont San Francisco Bay Area Council Mission Peak Eagle '80 Deaf Scout's Honor!