Special Needs
Here to help.
Do you have scouts with: learning disabilities?
behavioural problems?
long-term illness?
physical disabilities?
Scouts are as inclusive as possible, but Leaders can’t be experts in everything.
Help is at hand.
I have 10 years experience working with Special Needs of all categories.
But let’s not have categories!
Let’s celebrate ABILITIES!
Let’s enable young people of all abilities to join in.
Factsheets
There are very good Factsheets on most problems, available from Scout Info:
http://scoutbase.org.uk
go to scoutbase homepage, then under Library, click on Factsheets, find the index in the left hand margin and scroll down to Special Needs.
I have to say, I wondered how professional info could be condensed onto a sheet or 2, in everyday language, but the Factsheets are very good.
Useful tip:
Give the relevant factsheet to the parents of a youngster with Special Needs and ask them to highlight whatever applies to their child. The parent(s) and that young person are the experts in their problem.
If a young person can’t manage “normal” activities, I may be able to help you find1:1 support for them.
Training Modules
There are also Training Module 36: Special Needs; and Module 15: Challenging Behaviour.
There is a useful learner’s workbook for Module 15 downloadable from:
http://www.scouts.org.uk/learnersresources
Children with ADHD
This was written by someone with ADHD. I love the way all the sentences run into each other, like the thoughts in his mind. It’s obviously about school, but could be adapted to your situation.
1. Help me to concentrate and focus: Generally I need to be touching and fiddling with something to help me concentrate on what I am being asked to do. What can I use in order to stay on task and is not too annoying for the teacher.
2. Don’t sit me next to things or people who I know will distract me: I cannot ignore other people sitting near me or things outside the windows. Also some things on the wall and ceiling make me want to look at them or play with them whenever I see them.
3. I need to know what comes next: I really like to know where I need to sit and what I am supposed to be doing and when I am working on something I really need some warning before I have to stop it.
4. I need to know now I really do. Please let me know if I’m doing something right or wrong straight away I find it really hard to wait my turn like some of the other kids. If I can’t tell you can I have a different way of telling you like writing a note or sending you a signal? Tap me on my shoulder if I’m drifting off or looking around.
5. I didn’t forget I never heard you: I really find it hard to listen to lots of stuff I sometimes hear the first one but not the stuff after that, and then I forget the first one anyway. I need one instruction at a time.
6. It’s hard I can’t do it: I get really frustrated very quickly when I can’t do it and then I don’t care any more. Can you help me find a way of not giving up as easily as I really want to learn?
7. Wait for me I’m still thinking, am I almost done now: Can I have more time to do this work and how much do I get can you remind me in 2 minutes. My memory is really bad. Is this ended yet how much more is there to do?
8. I didn’t know I was doing it and I didn’t know I said it: Sometimes the first time I think about something its too late I have already done it or said it. Can you help me to Stop, Think and then Act.
9. It’s too noisy for me I need to go somewhere else: Can you let me go and work somewhere else either in the room or somewhere else the room is too busy for me.
10. Why are you always shouting at me, it’s not fair, you hate me don’t you: Please find me doing something good and tell me when I’m doing it? I know I do silly things and it’s wrong of me and it’s right to point these out but I don’t do it to get at you I really don’t know why I do it.
How to help children with ADHD fight the fidgets and concentrate better
It is NOT called Pain-in-the-backside-syndrome!
SHOUTING will not help.
Positively help your Beaver/Cub/Scout to:
- handle frustrations
- build self-esteem
- improve at taking turns
- and at sharing.
How? - Targeted praise.
- Be specific, “Well done for…”
- Immediately.
He’s concentrating
He’s handled the scissors safely
He’s stayed on task until it’s finished - But not indiscriminately until it’s meaningless.
Solutions in the Scout hut - Provide physical outlets to release pent-up energy.
Let him: - Do a job for you
- Move around while doing table-based or sitting activities
- Have something legal to fidget with
- Choose games where there isn’t a lot of waiting for a turn
Plan a programme - Fun
- Frequent changes of activity
- No long gaps for quick finishers
Don’t try to force her to sit still
when she’s past the point of controlling her need to move around. - Tell her to take a quick break, during which she can run and jump, and then invite her to rejoin the group when she’s able.
Drink
Consider - No Coke, Fanta or Tango
- If you must have squash, buy a Hi-juice with no colouring. It’s more expensive, but worth it
- Many primary schools now only allow water, but with free access to it. Many mothers of small children are going down the same route.
- At camp, you could offer pure fruit juice at breakfast, and water all day. They are probably used to it.
Food
Consider - Ban bringing snacks, tuck and midnight feasts.
- Provide snacks and tuck which is free of colouring and flavouring, eg fruit, plain crisps, biscuits, home made cake.
Make - Poster or cue cards to remind, “STOP, THINK, ACT".
Fun and friends
Ann Howe
County Special Needs Adviser
01926 431384
annhowe52@btinternet.com