This is the second part of a three part PowerPoint of the Scouting For Youth With Disabilities Manual (BSA #34059)

1. Scouting for Youth
With Disabilities
Part IX
Understanding Categories of Disabilities
and Best Methods
Presentation prepared by Lindsay Foster
Doctoral Dissertation Candidate 2011
Longhorn Council, Boy Scouts of America

2. Common Issues With Disabilities
Disabling conditions may create difficult psychosocial
problems for the youth and his family. These may include:
•Overprotection of the disabled person
•Overindulgence of the disabled person
•Overemphasis of the disability
•Rejection socially
“Regardless of which of these extremes of reaction have
impaired the youth, Scouting presents him with an opportunity
to participate to the extent of his ability in the educational,
recreational, and character and citizenship building programs
that are inherent objectives of Scouting.”
- Chester A. Swinyard, M.D., Ph.D., professor of
rehabilitation, New York University Medical Center

3. Building Self-Esteem Though Scouting
Scouting can raise self esteem by providing experiences
that foster feelings of success and accomplishment. The
following principles of good communication work for all
people, not just those with disabilities.
4. Remember that frustration is not all bad.
1. Help set realistic goals. • Allowing a Scout to feel frustration can be an
2. Give the Scout frequent, specific, and important part of the learning process. Don’t
positive feedback. offer a “quick fix”; rather provide support and
• Do not confuse the Scout (“you are good”) offer to help explore options.
• It may be hard for a Scout to think of
with the behavior (“you did well”).
alternative ways to approach a task once
• Feedback should acknowledge good effort
frustrated. Whenever possible identify
and address areas of suggested
possible repair strategies BEFORE
improvement.
beginning a task to decrease anxiety and to
3. Accentuate the positive. promote perseverance.
• Focus on strengths to keep motivation
high.
5. Expect that mistakes will happen.
• Boost enthusiasm and pride by capitalizing 6. Help Scouts strive toward independence.
on special talents and interests. 7. Encourage careful planning, risk taking, and
evaluation of consequences.

4. Five Categories of Disabilities
Emotional or
Learning Cognitive Developmental Physical
Behavioral
Disability Disability Disability Disability
Disability
LD CD DD EBD PD
A condition in
An impairment in which a student A condition in
which a student functions below his which a person
An emotional or
functions below chronological age functions below A physical
behavioral
level in one or level in all areas of academic level in impairment
impairment
more academic or intellectual or all academic or
skill areas. cognitive skill areas
functioning

5. Terms Associated With Disabilities
Accomodations Cognitive processing Dyscalculia
Adapative physical Collaboration Dysgraphia
education Comorbid conditions Dyslexia
Attention Developmental delay Dysnomia
Deficit/Hyperactivity
Disorder ( ADD or Developmental lag
ADHD) Disability
Attribution
Auditory discrimination
Auditory perception

6. Terms Associated With Disabilities continued…
Elgibility criteria Language disorder Maturation lag
Heterogeneous Learning Mental retardation
Inclusion disabilities Multiple disabilities
Individualized Learning strategies
Education Plan Life skills
(IEP)

7. Terms Associated With Disabilities continued…
Perception Self-esteem Task analysis
Perceptual Short-term memory Visual
disorder Social skills discrimination
Phonological Speech or Visual impairment
awareness language
Remediation impairment
Resource room

8. Key Issues Related to Different Disability Categories
Kneel, squat, or sit when Never pat a person sitting
Physically talking with someone in a in a wheelchair on the
wheelchair so you are head. This is a sign of
Challenged face to face with him. disrespect.
Remember that people
Find a place to sit during Ask how the equipment
who use adaptive
long talks. Look the works if you are
equipment may be
person in the eye when unfamiliar with it BEFORE
consider their equipment
talking. helping.
a part of their own body.
Prevent neck strain of the
Before you go out, make
person in the wheelchair
Never move equipment sure facilities at the
by standing a few feet
out of a person’s reach. destination are
away or sitting near him
accessible.
when talking.

9. Key Issues Related to Different Disability Categories
Use visual
Hearing demonstrations and
applicances (i.e.
In large groups, it is
important that only ONE
Impairments handouts) to assist in person speak at a time.
verbal direction.
Make sure the person is Ask if directions need to Speakers should face the
looking at you and can be repeated, and watch to source of light and keep
see your mouth clearly make sure directions their mouth clear of hair,
before you begin to talk. were understood. hands or food.
Speaking slowly may help
Shouting at a person who
but some people who lip
is deaf or hard of hearing
read have more difficulty Use gestures to help
does not help. It distorts
with this. It is more communication.
your speech and impedes
important to enunciate
lip reading.
clearly.

10. Key Issues Related to Different Disability Categories
If you meet someone who is
If you meet someone with a
using a white cane, don’t
Visual guide dog, do not distract
the dog by petting it or
touch the cane. If the cane
should touch you, step out
Impairments feeding it. Keep other
animals/pets away.
of the way and allow the
person to pass.
Identify yourself to people
When you stop helping,
with visual impairments
announce your departure.
when entering the room.
Volunteer to read aloud
Offer your arm, but don’t try signs, news, changing
to lead the person. street lights, or warnings
about street construction.

11. Key Issues Related to Different Disability Categories
Ask the person to repeat himself
Speech or if you did not understand. Repeat
Ask short questions that can be to the speaker what you heard so
Language answered with yes or no. that if you say something other
Impairments than the intended message, the
speaker knows to try again.
Allow people with a speech
impairment more time to process
Avoid noisy situations.
and express themselves. Repeat
Background noise makes
what was said to allow them to Give your full attention.
communication difficult for
hear what you heard. Allow to
everyone.
them to rephrase or offer to
paraphrase for them.
Model slow speech with short
Be patient. People with speech phrases. If someone is using an
impairments want to be alternative or augmentative
Don’t shout. Most people with
understood as much as you want communication device, ask if her
speech impairments have no
to understand. Don’t interrupt by or she wants you to predict what
hearing impairment.
finishing sentences or supplying he or she is saying. If not, allow
words. him or her to finish complete
thoughts before responding.

12. Key Issues Related to Different Disability Categories
Be understanding. People with
Cognitive, Intellectu below-average mental
al, or Don’t take advantage. Never performance are aware of
ask a person to do anything their limitations but they have
Developmental you wouldn’t do yourself. the same needs and desires
Disabilities as people without the
disability.
These individuals may learn
Use pictures and graphic
slowly and have a difficult time
depictions instead or, or in
using their knowledge, but
addition to, text or print
they can learn and have
materials.
knowledge skills.
Don’t use complex sentences
Be clear and concise.
or difficult words.

13. Key Issues Related to Different Disability Categories
Social or Emotional Offer to get assistance. Offer
to contact a family
Disabilities member, friend or counselor.
People with social or
emotional impairments such
as Pervasive Developmental
If the person is obviously
Disorder (PDD) or those with
upset, remain calm.
an Autism Spectrum Disorder
(ASD) have disorders that can
make daily life difficult.

14. Key Issues Related to Different Disability Categories
Attention Deficit /
Attention Deficit Begin a formal achievement
Work closely with parents and
program. Weekly reports to
Hyperactivity parents could increase their
members of the Scout’s
education team.
Disorder (ADD involvement.
/ADHD)
Structure Scout meeting Test the Scout’s knowledge Be sensitive to the Scout about
time, activities, and rules so and not just his ability to take his medication. Avoid
that the Scout with ADD/ADHD tests. Test orally or in several statements such as, “Johnny,
knows what to expect. shorter testing sessions. go take a pill.”
Monitor behavior through
Post a calendar of events and charts that explain Give written instructions so he
stick to it. expectations for behavior and can see the assigned task.
rewards for reaching goals.
Be realistic about behavior and
assignments. Many individuals
Simplify complex instructions
with ADD/ADHD cannot sit for
Be positive. giving one or two steps at a
long or extended periods of
time.
time. Hands-on activities make
learning interesting.

15. Key Issues Related to Different Disability Categories
Learning Stay with a regular schedule, as
much as possible, allowing the
Use short, direct instructions that
help the Scout know what is
Scout to help with assigned
Disabilities duties.
expected of him.
These disabilities (including
minimal brain damage,
perceptual disabilities, Give the Scout extra time when
Let other unit members use their
communication disorders, and needed. Don’t rush answers.
friendship and support to show
others) are usually disorders of Reword instructions or questions
the Scout he belongs.
the central nervous system that if necessary.
interfere with basic learning
functions.
Listen and observe carefully to
find clues as to how this Scout Remember that praise and
approaches problems and to encouragement build self-
determine what his difficulties esteem.
are.

16. Information About Learning Disabilities
Learning disabled children often want to be part of the group
but withdraw, too shy to make the effort. No two people are
affected in the same way by learning disabilities; some may
have difficulties in one or more areas.
Anybody can have Specific learning disabilities are:
learning •Present in 3 to 7 percent of the U.S. population
•Characterized by difficulties in acquiring, remembering, organizing, recalling, or
disabilities: expressing information
•Can be overcome with appropriate intervention, support, and accommodations
•Boys & girls •Not the same as, nor at they caused by, mental
•Youth & adults challenges, autism, deafness, blindness, or behavioral disorders.
•Not caused by environmental, cultural or economic disadvantage
•People of all social Learning disabilities are a •reading,
& cultural group of disorders that can •writing,
backgrounds affect: •speaking,
•People at all •listening,
economic levels •perceptual-motor skills,
•People of all ages •cognition, and
•social skills.

17. ACTIVITY BREAK
Read the following passage.

18. ACTIVITY BREAK 1
"current micltae het in of
diwennigpraticularlypratcipiatino, in
tohsestintiutions that not do bratitiollnay
offer unit a 'leanirng-ruppost', it will vepro
to invaluadle staff to medcrae new
mehtosb to prubocecrousematrelias and
teaching and, or to gain an stannbigunder
of the ffiberentpytes of
bifficultiesroganisational that
dsylexictsuednts have."

19. ACTIVITY BREAK
DISCUSSION
•What was the passage about?
•Did you feel frustrated while reading your sentence?
•Did it slow you down?
•If this were how you saw words, would you want to
leave the group when it was your turn to read?
•How did you feel when other people helped you?
•Were you angry at yourself? Were you angry at other
people?
•If this were the Boy Scout Handbook, could you read
it and understand it?
•What alternatives or resources could you offer a
Scout who had this learning disability?

20. What it REALLY said…
"In the current climate of widening
participation, particularly in those
institutions that do not traditionally offer a
'learning-support' unit, it will prove
invaluable to staff to embrace new
methods to produce course materials
and/or teaching, and to gain an
understanding of the different types of
organizational difficulties that dyslexic
students have."

21. Tips for Scout Leaders
Scouting provides a wonderful experience for
all youth with learning disabilities and they
should be fully included in all activities. In
most cases, small adaptations and minimal
modifications are all that will be needed to
ensure that youth members have enjoyable
and productive Scouting experiences. The
following are good principles of
communication for all people, not just those
with learning disabilities, nor even just
Scouts.

22. Give Scouts specific tasks.
• Select tasks that can be readily
accomplished and that will
contribute to the overall goals of
the activity.
• Assign meaningful tasks; Scouts
need to know that their efforts
are worthwhile.

23. Keep instructions clear and simple.
• Break tasks into smaller steps. Clarify
language and demonstrate tasks as
needed.
• Create lists of steps for longer tasks.
• Discuss desired outcomes and plan
routines carefully.
• Check for understanding by asking Scouts
to repeat instructions.
• Use diagrams or pictures to help Scouts
who have trouble reading.

24. Establish clear and
consistent routines.
• Scouts often function best in
structured environments.
• Let Scouts know what to expect
and what is expected of them.
• Post a written and picture
schedule and stick to it as much as
possible.

25. Minimize
distractions.
• Some tasks can be more
easily accomplished in
an environment free of
distractions.

26. http://youtu.be/D_LEg8ybUlc

27. Be patient and offer helpful
reminders.
• Forgetfulness is not intentional;
reminders should be helpful not
punitive.
• Secure the Scouts’ attention (i.e.
with eye contact, by stopping
other activities) when offering
explanations or reminders.

28. Reward efforts as well as
work done well.
• Positive feedback can be as simple
as a smile or as elaborate as a
long-awaited reward. Try both.
• Give immediate feedback so that
Scouts can connect praise with
specific actions.
• Praise, praise, praise!

29. Keep a sense of
humor and maintain
a positive outlook.
• Keep expectations high
but realistic.

31. Refrain from
nagging.
•Do not allow
whining.

32. Don’t bribe Scouts with
gifts and do not make
promises that
contingent upon
factors beyond your or
your Scout’s control.

33. Keep the entire group in mind.
• Do not let one Scout’s needs become
all-consuming.
• If appropriate, help other group
members to understand the nature of
learning disabilities and their
consequences. Find ways to involve
peers in a positive way.
• Have another unit adult quietly
provide support.

34. Be consistent.
• Establish and post clear
rules and be sure that
everyone in the group
understands these rules.
• Be consistent with
discipline and praise.

35. Look for areas of
strength.
• Establish and post clear rules
and be sure that everyone in
the group understands these
rules.
• Be consistent with discipline
and praise.

36. Try to anticipate areas of difficulty.
• Identify activities that will pose special
challenges to Scouts with learning
disabilities.
• Think of alternative ways to explain tasks
and break down activities into smaller steps.
• Provide support during activities by example.
• Periodically check on the progress of Scouts
for whom you have specific concerns.

37. Be sure to protect the
dignity of every individual.
• It may be important to address
an individual Scout’s difficulties
with the group. This should only
be done, however, after
discussion with parents and with
the permission of the Scout.

38. Sports and the Scout With Learning
Disabilities
Learning disabilities can affect many skills
necessary for sports including:
•Motor •Balance
coordination •Sequencing
•Directionality •Understanding
•Spatial complex rules
relationships or strategies

39. General Guidelines for Teaching Sports
1. Always explain the rules of the sport before starting an activity.
2. Introduce a new skill in easily understood language.
3. Avoid presenting too much new information at one time.
4. Discourage competition between Scouts when teaching a skill.
5. Take time to explain and demonstrate on-side/off-side
boundaries.
6. Play lead-up games to have fun and to learn
rules, strategies, and scoring.
7. When playing games, encourage personal growth and team
spirit.
8. Change team rosters frequently. (Hint: It may help to designate
teams in advance so that no youth is singled out or always
picked last.)

40. Lead Up Games
Fly Up Relays Relays
Pepper Keep away 5-3-1
Kickball Line soccer Around the
T-ball Zone soccer World
Running bases Horse
Pig
Sideline
basketball

41. Special Equipment or Game Modifications
Using special or modified equipment or rules modifications can make
playing some games more fun:
FOOTBALL
• Foam practice balls
• Junior-sized football
• Decrease field size
SOCCER
• Use walking instead of running
• Allow those in a wheelchair to carry ball in lap
• Reduce playing area
BASEBALL/SOFTBALL
• Batting tee
• 16 inch softball
TENNIS
• Oversized (Junior) tennis rackets
• Oversized tennis balls
BASKETBALL
• Junior-sized basketballs
VOLLEYBALL
• Lower nets for volleyball
• Use lighter, softer, brightly colored balls
• Allow a bounce on the ball

42. Adapting Activities
Adaptations for
Read sections of
Scouting
the book aloud to
handbooks and
the group.
pamphlets
Listen to the book
on audiotape. Pictures in
Scouting books
• Sections can be taped
in advance.
should be used to
• Taped versions may help Scouts
be available. understand
• Boy Scout Handbook concepts and
is available on skills.
audiotape.

43. Storytelling
All young people can enjoy and benefit from the age-old
art of sharing a story. If language problems make
storytelling a difficult task, several strategies and
accommodations can ensure success for all Scouts:
1. Read the story aloud.
1. Have the Scout retell the story to you or to the group.
2. Ask a Scout to imagine other ways that the story might have ended.
3. Ask whether Scouts would have acted in the same way as the characters.
4. Have Scouts act out (role play) the story.
5. Have Scouts invent a sequel to the story.
2. Engage in projects that help youth explore concepts and improve storytelling skills.
1. Create timelines.
2. Construct dioramas.
3. Draw cartoons of the story.
4. Choose a character and “dress up” or play charades being that character.

44. Writing

45. Organizing and Planning
Help Scouts break
down larger tasks
Check progress at
into smaller, more
regular intervals
easily
and offer
accomplished
redirection as
steps when
necessary.
working toward a
goal.
Give adequate
Involve Scouts in
notice before
the design and
starting or
implementation of
stopping an
plans of action.
activity.

46. Autism Spectrum Disorders
Autism
Asperger’s Syndrome
Pervasive Developmental Disorder – Not
Otherwise Specified (PDD-NOS)

47. ACTIVITY BREAK
Sit on the floor with your knees up, head
down, arms around your knees and think
about a time when you felt very alone. You
can rock or hum, but do not talk. Try to
focus only on your feelings.

48. ACTIVITY BREAK DISCUSSION
•Was it easy or difficult to concentrate?
•How did you feel during the activity?
•Were you angry at yourself? Were you
angry at other people?
•What actions (if any) did you take to
reduce the distractions?
•What was the most distracting thing that
occurred? What bothered you the most?
What bothered you the least?

49. Definition: Autism & Autism Spectrum Disorders (ASD)
Autism is a complex developmental disability that causes problems with social
interaction and communication. Symptoms usually start before age three and can
cause delays or problems in many different skills that develop from infancy to
adulthood.
Different people with autism can have very different symptoms. Health care
providers think of autism as a “spectrum” disorder, a group of disorders with similar
features. One person may have mild symptoms, while another may have serious
symptoms. But they both have an autism spectrum disorder. Currently, the autism
spectrum disorder category includes:
• Autistic disorder (also called “classic” autism)
•Asperger syndrome
• Pervasive Developmental Disorder Not Otherwise Specified (or atypical
autism)
In some cases, health care providers use a broader term, pervasive
developmental disorder, to describe autism. This category includes the autism
spectrum disorders above, plus Childhood Disintegrative Disorder and Rett
syndrome.
(“Autism Spectrum Disorders,” 2010)

50. Incidence
Research Indicated Prevalence of Autism Spectrum
Disorders In the United States
1990 One child in every 10,000 children has an ASD
2004 One child in every 1,000 children
2006 One child in every 110 children
2009 One boy in every 94 boys
(Autism Speaks most recent statistics now indicate that number is as low as 1 in every 70 boys)
•These disorders are four times more likely to occur in boys than girls (with the exception of Rett
syndrome, which occurs mostly in girls).
•The increase in frequency is largely attributable to increased diagnosis and awareness.

51. Characteristics
Communication issues Social issues Behavioral issues Routine issues Play issues
• Difficulty using language • Difficulty relating to • Demonstrates repetitive body • Difficulty with changes in routine • Unusual play with toys and other
• Difficulty understanding people, objects or events movements or behavior patterns • Difficulty with changes in familiar objects
language • Avoidance of eye contact (i.e. hand surroundings • May prefer to play alone rather
• Difficulty with idiomatic language • May relate to younger children or flapping, rocking, obsessive/com than with others
adults better than peers pulsive behaviors)
•Children with autism vary widely in abilities, intelligence, and behaviors. Some do not speak; others have limited
language that often includes repeated phrases or conversations. People with more advanced language skills tend to
use a small range of topics and have difficulty with abstract concepts.
•Repetitive play skills, a limited range of interests, and impaired social skills are generally evident as well.
•Unusual response to sensory information – for example loud noises, lights, certain textures of food or fabrics – are
also common.

52. Red Flags of Autism
Communication
Social issues Behavioral issues Routine issues Play issues
issues
•The child does not •Avoidance of eye •The child doesn’t •Child spends a lot •The child shows
respond to his/her contact follow directions. of time lining things unusual
name. •The child has poor •The child throws up or putting things attachments to toys
•The child cannot eye contact. intense or violent in a certain order. or objects
explain what he/she •The child doesn’t tantrums. •The child gets (i.e., always holding
wants. smile when smiled •The child is very “stuck” doing the a string or having a
•At times, the child at. independent for same things over favored item).
seems to be deaf. •The child is not his/her age. (“Little and over and can’t •The child doesn’t
•The child seems to interested in other Professors”) move on to other know how to play
hear sometimes, children. •The child has odd things. with toys.
but not other times. •The child gets movement patterns. •The child shows •The child seems to
•The child seems to things for •The child is overly unusual prefer to play alone.
be in his/her “own him/herself only. active, uncooperativ attachments to a
world.” e, or resistant. schedule or routine
(i.e., always having
•The child seems to
to put socks on
tune people out.
before pants).
•The child focuses
on a specific topic
or issue or
dominates
conversation with
specific topic or
issue

55. Educational Implications
Learning Environment
• Learning environment should be structured
so that the program is consistent and
predictable.
• ASDers learn better when information is
presented visually as well as verbally.
• ASDers need interaction with non-disabled
peers to see appropriate social behaviors
modeled.

56. Tips for Scout
Leaders
Autism Spectrum Disorders

57. Provide
consistent, predictable
structure.

58. Give warnings
before activity
transitions.

59. Respect body
space.

60. Create and
implement a
written Scouting
program plan

61. Provide a
visual schedule

62. Monitor closely for
dangerous situations
since children with
autism may not have
appropriate fear of
such

63. Have written rules
for
meetings, campo
uts, and outings

64. Focus on games
that develop
social skills (good
for all Scouts)

65. ADD / ADHD
Attention Deficit Disorder
Attention Deficit Hyperactivity Disorder

66. Definition: ADHD
Attention deficit/hyperactivity disorder is a condition that
can make it hard for a person to sit still, control behavior, and
pay attention appropriately. These difficulties usually begin
before the person is 7 years old.
Doctors do not know what causes ADHD, however
researchers who study the brain are coming closer to
understanding the causation of ADHD. They believe that some
people with ADHD do not have enough of certain chemicals
(called neurotransmitters) in their brain. These chemicals help
the brain control behavior.
Parents and teachers do not cause ADHD.

67. How Common Is ADHD?
5 of every
100
children
Boys are 3x more likely than
girls to have ADHD.

68. What Are the Signs of ADHD?
There are three main signs, or symptoms, of ADHD.
These symptoms have led to three types of ADHD.
• The person can’t • The person is • The person often
seem to get very active or acts without
focused or stay cannot sit still for thinking or
focused on a extended speaks without
task or activity. periods of time. thinking.
Problems with Being very Acting before
paying attention active (called thinking (called
appropriately. “hyperactivity”). “impulsivity”).
Combined Type:
The person is inattentive, impulsive and overactive.

69. ADHD Inattentive Type
Children with the inattentive type of ADHD often:
Lack focus and attentiveness
Do not pay close attention to Can’t stay focused on play or
details schoolwork
Do not follow through on instructions
Can’t seem to organize tasks
Get distracted easily
and activities
Lose things such as:
Toys Books or schoolwork

70. “The Squirrel”
http://www.youtube.com/watch?v=SSUXXz
N26zg

71. ADHD Hyperactive-Impulsive Type
Run around or Blurt out Have trouble
climb constantly answers waiting turns
Gets out of
chair when not Talks too much Interrupt others
supposed to
Butt in on
Fidgets or Have trouble
others’ activities
squirms playing quietly
or games

72. “The Tigger”
http://www.youtube.com/watch?v=dJFyz73
MRcg

73. ADHD Combined Type
Children with combined type of ADHD
have symptoms of both types
previously described.
From time to time all children are
inattentive, impulsive and overly
active. With children who have ADHD
these behaviors are the rule NOT the
exception.

74. “The Calvin”

75. Tips for Scout
Leaders
ADHD

76. Learn more
about ADHD.

77. Notice what
specific things
are hard for
the youth.

78. Post
rules, schedules,
and assignments.

79. Show the youth
how to use an
assignment book
and a daily
schedule.

80. Help the youth
channel his or
her physical
activity.

81. Provide
regularly
scheduled
breaks.

82. Make sure directions
are given step by
step and that the
youth is following the
directions.

83. ACTIVITY BREAK
Write the directions for making a peanut
butter and jelly sandwich.

84. ACTIVITY BREAK DISCUSSION
•Were your directions complete?
•How could you have improved your
directions?
•Were your directions step by step?
•Did you check for understanding of the
directions?
•What other things did you notice?

85. Let the youth
do work on a
computer.

86. Work together with
parents to create and
implement an
educational plan
tailored to meet the
youth’s needs.

87. Have high
expectations for the
youth but be willing
to try new ways of
doing things.

88. Maintain eye
contact when
talking to ADD or
ADHD children.

89. Eliminate or
reduce
external
stimuli.

90. Request that the
child repeat
directions to you
for understanding.

91. Give directions
slowly and
repeat if
necessary.

92. Give a few
directions at a
time.

93. Be cognizant
that ADD does
not go away.

94. Be aware that
ADHD children
may often
misunderstand
what is said.

95. Give positive
feedback and
ignore negative
behavior whenever
possible.

96. Consequences
and Rewards:
•Give short time-out periods
•For younger children, give small amounts of work. (Time restrictions are
NOT recommended.)
•Reward positive behaviors. Immediate reinforcement is better than long-
term.
•Alternate techniques between two or more systems as one may only
work for a short time.

97. Hearing / Speech
/Language
Disorders

98. General Observations
Scouting is aimed at the common interests of youth. A hearing
impairments does not change a youth’s interests, but unless
someone makes special efforts, the youth who is deaf often
misses out on things that interest him.
Scouting’s emphasis on high ideals of social responsibility is a
good influence on youth with hearing loss, who may be
isolated from concerns outside their immediate surroundings.
Often the recipients of service, youth with hearing loss can
learn to be givers as well.
Scouting can provide youth with hearing loss the opportunity
for contact with hearing persons, lessening the isolation that
people with hearing impairments often experience.

99. Hearing Aids & Cochlear Implants
Hearing Aid
Cochlear Implant

100. Options for the Youth Who Is Deaf
Consider the following questions regarding a traditional unit
or an exclusively deaf unit:
•Does either unit have a decided advantage over the other
such as stronger leadership, more active program, etc.?
•Is the Scouting experience in one unit more likely to
support and reinforce the formal education the youth is
receiving than the other?
•Does the youth have other opportunities to be with
hearing children, or would his Scouting experience in a
unit be his only “outside” contact?
•Does the youth have friends in one unit and not in the
other?

101. Advantages of a Unit Specifically Designed for Youth
Who Are Deaf
The unit is probably
associated with the youth’s
In many cases the youth
own school and can be
will be with their friends in
counted on to support the
a familiar place.
school’s educational
methods.
Communication in a group
The unit leaders are of youth who are deaf is
usually more skilled in often easier than in a
working with youth who mixed group of hearing
are deaf. and hearing impaired
boys.
The unit’s schedule is
planned to mesh with the
school’s scheduled as to
vacations, weekends, etc.

102. Advantages of a Unit of Hearing Youth
The youth who is deaf
A neighborhood group
can associated with
may provide a greater
many new friends in a
variety of experiences.
new situation.
Development of the The Scouting unit may
boy’s communication be one opportunity in
skills may progress which the youth who is
further as he adapts to deaf can work, play, and
the language of hearing learn with boys who can
boys and leaders. hear.

103. Definitions: Deaf vs. Hard of Hearing
Deaf Hard of Hearing
• Cannot understand • Has lost some hearing
spoken language with or but can understand
without a hearing aid. normal speech by using
• Lacks communication a hearing aid
access as it is • May have difficulty
impossible for him to following group
hear and understand conversation.
spoken language. • Presents no more issue
• Has specific and unique than a boy who wears
educational needs due glasses to see or a leg
to communication brace to walk.
impediment.

104. The Onset of Hearing Loss
Prelingual Deafness
• Occurs at birth or early in life, before the child acquires spoken
language
• Have difficulties learning to speak, read, and write in the way
children with normal hearing do.
• Note that children born deaf to deaf parents who use American Sign
Language (ASL) are not considered or labeled “prelingually deaf”
Postlingual Deafness
• Occurs at or after age 5
• Make up about 5% of the school-age population with hearing loss
• Has advantage of having acquired language but will have same
difficulties understanding speech as the boy who is born deaf
• May experience adjustment problems associated with hearing loss.

105. Educating Children Who Are Deaf
Auditory/Oral
Cued Speech/Language
Total Communication
American Sign Language

106. How Scouting Can Help Youth Who Are Deaf
Prelingually Deafened Youth Postlingually Deafened Youth
• Accepts his disability because he has • Can begin or renew Scouting
had no experience without it experience with little difficulty
• May even pity hearing youth who lack • Understanding by hearing youth that
manual conversation skills the postlingually deafened youth has
• Probably has a smaller vocabulary same basic interests and needs as
than hearing peers before
• May have difficulty reading • May be embarrassment on both
handbooks if younger youth sides of communication
• Should be able to meet the majority • Speaking directly to the hearing
of requirements but may need impaired youth will increase
assistance with understanding what communication and lip reading
is required to meet the achievement comprehension
• May need to receive instructions or • Curb inclination to shout or make
requirements in advance for exaggerated mouth movements
preparation for skills • Learn to get attention by touch or
• Needs to be included and accepted visual sign.
by hearing peers • Make every effort to include and
accept people just as they are

107. Communication Between Deaf and Hearing Youth
The deaf youth’s Scouting experience should reinforce his educational
program. Such reinforcement implies that ONLY those forms of
communication used in the youth’s school will be used in the Scouting
unit.
Since speech and written messages are used in all methods of
instruction, they can always be used by Scouting leaders.
If a youth uses manual communication at school, the leader and the
other boys in the troop should learn the manual alphabet in order to
communicate. They may even want to learn sign language. An
interpreter may be helpful until the leader and other Scouts have
acquired sign language proficiency. Without an interpreter the boy who is
deaf may miss important information.

108. Restrictions on Participation

109. Current Trends and Inclusion
The Individuals with Disabilities Education Improvement Act
of 2004 was passed to help ensure
equity, accountability, and excellence in education for
children with disabilities. It requires public schools to make
available to all eligible children with disabilities a free
appropriate public education in the least restrictive
environment appropriate to their individual needs.
This means that more public schools have classes for
children with hearing loss, resource rooms, and hearing
clinicians and speech pathologists for tutoring. Deaf
students are integrated or mainstreamed into as many
classes for the hearing as possible.

110. Current Trends and Inclusion 2
The quality of speech of the boy with a hearing loss may
vary from normal speech in:
•Voice inflection
•Accent
•Rhythm and
•Articulation
As hearing people are exposed to speech of people who
are deaf, their understanding improves just as it does when
listening to someone with a foreign accent.

111. Current Trends and Inclusion 3
Lip reading ability varies according to vocabulary of the boy
and his ability to get the meaning of the message. When lip
reading is supplemented by amplification through the use of
a hearing aid or cochlear implant, his ability improves.
The Scout leader must be able to substitute words of the
same meaning if the boy does not understand. He must be
sure his lips are not in a shadow and he must enunciate
clearly. A beard and mustache do not help the lip reader.

112. The Youth Who Is Deaf in a Unit of Hearing Youth

113. Advancement
Boys with hearing loss can meet most of the requirements
for Cub Scout and Boy Scout advancement as well as
hearing boys.
It is often a challenge for the boy who is deaf to understand
what he is required to do. One task of the Scout leader is to
explain the requirements for advancement.
Some requirements in Cub Scouting and Boy Scouting are
so verbal in character that they discourage a boy with
hearing loss from even trying. A second task for leaders is
to devise ways for boys who are deaf to accomplish the
verbal requirements in their own way.

114. Hearing/ Speech/ Language
Disorders
Advancement in Cub Scouting

115. Advancement in Cub Scouting - BOBCAT

116. Advancement in Cub Scouting - TIGER
Each of the The Tiger
five Cub
achievements receives
is divided into recognition
three in the form
sections. of a bead to
add to his
All totem.
advancements
are approved by This gives
the immediate
he or she feels recognition
the Tiger has and incentive
done his best. to continue.
Because the adult partner is actively
involved in all Tiger Cub den meetings and
activities, communication with the hearing
impaired Tiger Cub can be made in a
manner to which he is accustomed.

117. Advancement in Cub Scouting – WOLF and BEAR
Physical requirements are
best communicated by
demonstration.
Requirements involving
knowing rules are best met
by having boys demonstrate
following the rules rather
than recite them.
Requirements involving
listing need not require
a written list. Pointing
out examples or acting
out situations is
appropriate evidence of
comprehension.

118. Advancement in Cub Scouting - WEBELOS
WEBELOS are Scouts in the 4th or 5th
grade. They may work independently on
activity badges of their choice. The many
options make it relatively easy for boys
who are deaf to avoid troublesome verbal
requirements and concentrate on things
they like. They may need assistance
understanding requirements.

119. Hearing/ Speech/ Language
Disorders
Advancement in Boy Scouting

120. Advancement in Boy Scouting
Some requirements for rank may present
problems for the Boy Scout who is deaf.
The Scoutmaster should be willing to
accept substitute activities when
language becomes a stumbling block
and should become proficient in
designing such activities for the boy with
hearing loss.
EXAMPLES:
•Tenderfoot Requirement 6
•Scoutmaster Conferences

121. Hearing/ Speech/ Language
Disorders
Activities in Scouting

122. Activities in Scouting
The activities in Scouting are intended for ALL boys.
Experience indicates that the activities suggested for hearing
Scouts are appropriate, in almost every case, for Scouts who
are deaf.
•Activities in Cub Scouting
•Den Meetings
•Pack Meetings
•Activities in Boy Scouting
•Troop Meetings
•Patrol Meetings
•The Outdoor Program
•Events with Hearing Youth
•Scouting Program in School for the Deaf and Hard-of-
Hearing Youth

123. Special Activity Considerations - Swimming
Scout leaders should:
•Know and practice Safe Swim Defense regulations
•Remember a whistle is not effect for these individuals
Hearing impaired Scouts:
•Should not swim in murky water or at dusk or after
dark
•Should not be paired with another hearing impaired
Scouts in the swim buddy system
•Should be watched by lifeguards carefully, particularly
during diving

124. Special Activity Considerations - Darkness
Scout leaders should:
•Make maximum effective use of daylight hours while
hiking and camping
•Make sure that more than the usual amount of lighting
is available for after-dark activities

125. Special Activity Considerations – Field Signals
Scout leaders should:
•Use when voice commands are inappropriate or
impossible
•Have these as part of the repertoire of every leader
and every Scout

126. Special Activity Considerations - Hiking
Scout leaders should:
•Be positioned at the front and the back of any column
of hikers
•Avoid night hikes
•Teach Scouts what to do if they are lost (Calling out for
a lost Scout will not work for a hearing impaired Scout
in all situations)

127. Hearing/ Speech/ Language
Disorders
Social & Psychological Needs

128. Social and Psychological Needs
Considering only physical differences, a Boy Scout who is
deaf differs from a hearing boy only in the ability to hear. In
most every aspect, the boy with hearing loss can perform
as well as the hearing boy. However, an even greater
handicap is the inability to learn language in a way that
hearing children do, which could lead to academic delays.

129. Hearing/ Speech/ Language
Disorders
Establishing a New Unit at a Residential
School

130. Organizing a New Unit at a Residential School for
Youth with Disabilities
The Boy Scouts of America has developed standard
plans for organzing new Scouting units. These plans
are generally useful in resident schools, provided the
differences noted on page 71 of Scouting For Youth
With Disabilities Manual are followed.

131. Hearing/ Speech/ Language
Disorders
Earning the Interpreter Strip

132. Earning the Interpreter Strip
May be earned by both hearing and hearing
impaired Scouts and adults.
Requirements:
Boy Scouts and adult leaders may wear this
strip if they show their knowledge of a foreign
language or sign language by:
1. Carrying on a five minute conversation in
the language.
2. Translating a two-minute speech or
address
3. Writing a letter in the language*
4. Translating 200 words form the written
word
* Does not apply for sign language