Introduction (60 minutes)

To begin the session explain why making adjustments to Scouts is important. Scouts is an inclusive, values-based movement and membership is open to all those who share our fundamental values.

The Equal Opportunities Policy outlines what we do to make sure the movement is open and accessible; and that people are treated equally and with respect. This policy reflects the ethos of Scouts, expressed by our fundamental values (integrity, care, co-operation, respect and belief) and our commitment to delivering Scouting for all.

By removing any real or perceived barriers to participation, we can make sure that even more young people can enjoy the adventure of Scouts and that Scouts will be as diverse as the communities in which we live.

Introduce any course staff – it may be helpful at this stage for course staff to state what skills and experiences they have that might be relevant to the course. Make sure everyone knows where to find the fire exits, toilets, phones, tea and coffee, and so on. You may wish to include an icebreaker (a short introductory activity) at this point.

Let participants know that inclusion isn’t only the right thing to do according to our values in Scouts, but we’re also legally required to comply with a number of laws:

UK legal requirements

1. UK Equalities Act 2010

The UK Equalities Act 2010 states that everyone should have access to goods and services and reasonable adjustments should be made to those who require.

2. Gender Recognition Act 2004/2019

The Gender Recognition Act 2004 ensures the protection of the identity of Trans people, and prevention of discrimination.

3. UN Convention on the Rights of Persons with Disabilities

The UN Convention on the Rights of Persons with Disabilities provides protection from harassment and discrimination, highlights the right to fair treatment and the right to equal education opportunities.

4. European Convention on Human Rights

The European Convention on Human Rights provides protection for all minorities and protection for elderly and young people.

5. UK Scout Association Policies

Provides guidance and requirements of UK Scouts.

Disability

When discussing adjustments to Scouts, we need to look at what’s meant by disability.
If a person is disabled it means they have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ effect on their ability to do daily activities.

What do ‘substantial’ and ‘long-term’ mean?

‘Substantial’ is more than minor or trivial. This may mean it could take much longer than it usually would to complete a daily task such as getting dressed.

‘Long-term’ means 12 months or more. For example, someone could develop a long-term breathing condition as a result of a lung infection. Some disabilities are also progressive.

Progressive conditions

A progressive condition is one that gets worse over time. People with progressive conditions can be classed as disabled.

This can include people with arthritis, some types of hearing or visual impairments, HIV infection, cancer or multiple sclerosis.

Disabilities can be:

• Visible/invisible
• Variable
• Long term or progressive
• Temporary
• Physical
• Mental/cognitive
• Behavioural

All disabilities uniquely affect an individual.

It’s important in all cases that leaders accept information about a disability without judgement.

Leaders must never offer, suggest or advise a diagnosis.

The social model of disability

This session focuses on the social model of disability. Model is a word to describe how we have conversations.

The social model of disability proposes that what makes someone disabled is not their medical condition, but the attitudes and structures of society.

When discussing disability, it’s easy to use the wrong models of disability. In Scouts we should always work to the social model of disability. We do this because it’s the correct one described in the Equalities Act 2010 and because it’s the one which protects and empowers the disabled person or disabled young person with the most dignity.

The other models of disability are:

• Administrative model – where tests and classifications of people fall into decision-making. Forms and interviews would be a method used under this model.
• Charitable model - where adjustments, grants, events and decisions are made for a disabled person’s ‘good’ without consulting the disabled person involved.
• Medical model – purely focusing on a person’s disabilities as different from ‘normal’ and so adjustments are viewed in a way to make them ‘normal’.

All of these are unlawful approaches and open to legal challenge.

Culture or condition

Many Disabled People with long-term or significant conditions don’t view themselves as disabled, but rather as members of the disabled community. This is important to respect and acknowledge. Remember, under the social model of disability it is society, or in this case Scouts, which is the disabling factor. In the UK the disabled community is vibrant and dynamic with world leading cultural impacts around science, sports, arts, theatre and music.

Terminology

There is no set ‘correct terms’ for talking to, or discussing people’s disabilities other than what the individual has established or requested. If you require a term or correct phrasing, then ask the individual on a case by case instance.