1981 International Seminar on Scouting for Disabled Persons

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CONTENTS

一 ~

SO1

APproved Reso1utions

s02

Introduction

sO5

0bjectives of the Seminar

s04

Methods of the Semihar

S05

0Pening Remarks

S06

Keynote AddFess

SO7

Address on

’ Communication

Difficulties’ and ’Physica11y

Handicapped’

s08

Address on

’Integrating

s09

Address on

・Leader

s10

Papers on

s11

Closing Address

S12

Summary of WOrkshop I Findings

S13

Summary of Workshop II Findings

S14

Summary of Workshop III Findings

s15

summary of Wor× shop IV Findings

S16

Summary of Workshop V Findings

the Mentally Retarded’

Training’

’

Game and AGtivity Ideas’

AppendiX A

Sem△ nar

Programme

Appendix B

staff List

Appendix C

List of De1egates

ApPendiX D

Sem△ nar Appo△

Appendix E

Names and Addresses of ParticiPants

APpendix F

Discuss△ ons and Workshops Groups

ntments

一

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APPROVED

RESOLUTI0NS

The delegates assembled at the Tnternationa1 seminar on Scouting for Disab1ed Persons iη Hong Kong, representing 9 member-orgaRLzations of the Wor1d, together with observers fr° m °ther Sc° ut organizations, after meeting together and accomplishing the purPose of the Seminar, hereby unanimously resolve that the Internationa1 Seminar on Scouting for Disabled Persons: Apprec△ atiOn

1.

Expresses its gratitude to the Scout Association of Hong Kong, in particu1ar to Dr。 CHARM Hoi?sang, M。 B。 E。 , J,P。 , Chairman of the Internationa1 Committee, members of the International committee,

and the Host Organizing Committee of the Association for the exCe11ent arrangement made for the Seminar, and requests thβ t

thρ

Host Organ△ z△ ng Comm△ ttee conVeys the apprec△ ation of the Sem△ nar to those concerned w△ th the arrangement。 2.

ExPresses its sinGere aPPreciation to the Honourab1e E,P, HO, C。 B。 E,, J。 P。 , the Secretary f° r sOcia1 Serv± ces Hong Kong, to officiate at the Open△ ng Ceremony of the Sem△ nar。

3.

Expresses its heartfelt thanks to {he f° llowing princ△ pal speakers for their distinguished presence and inspiration as well as their thought provoking messages to the Seminar。 Noel DONALDSON, M。

- Dr。 S。

D。

, F。

F。 C。 M。

, D。

P。 H。

- Profess° r sadao IIDA, Chairman, Nationa1 c。 mmittee of Leader Trainiη g, Boy sc° uts °￡ NiPPon (Japan); Memb° r, Japan。 se AssoCiat宝 on fQr SPecial εducation

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ExPresses its sincere appreciation to Mr。 J。 Plaridel sILVESTRE, Regional ExeGutive cOmnissioner, Wor1d Scout Bureau, Asia PacifiG Region for his enqouragement, assistance and keyn0te address。

5.

Expresses its sincere appreGiation tO Miss Vivien BEAVIs for her outstanding leadership throughout the seminar as Chief Tut° r。

6.

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8.

Expresses its sincere apprec土 ation to Mr。 LI Kwan-hung, M,B。 to officiate at the Closing ceremony of the Seminar。 Expresses

△ts s△ nc。 re apprecェ ation

E。

, J。

p。

,

to the H。 ng Kong pHAB Assoc△ ation

for Prov△ -ing faci1ities for the Seminar。

9,

Expresses its sincere aPPreciation to Mr。 Henry C。 MA, J。 P。 , Chief Comm△ ss△ oner of Scout Assoc△ ati0n of HOng Kong for his △nspiration and gu△ dance on Qrgan△ z△ ng the eVent.

10.

EXPresses its sincere aPpreciaticn to Mr。 Jerome ΥEuNG, Mr。 Lou△ s TAM and Mr。 YUEN Hingˉ keung for the△ r adv△ ce and support to the Sem△ ηar。

11.

EXpresses its sincere apprec1ation to all Regional Commissioners of the SGOut Association of Hong Kong for their supPort。

12。

13.

14

Expresses its sincere appreciation tO Mr。 sHI Hark-yiu, Regional Commissioner of the Island Region of the scout AssoCiation of Hong Kong, for 1。 aning equipment and furniture for the Seminar。 Expresses its Profound admiration for the spirit and notab1e performances of the ScOut AssoCiation of Hong K° ng wh° contributed to the effic△ ent and smooth runn△ ng of the Sem△ nar。

Expresses its grateful thanks to the fo11owing Nat1onal scout AssoC△ ations for supporting the Sem△ nar: 一 一 一 一 一 一 一

15.

The scOut Association of Austra1ia Gerakan Pramuka IndOnesia Boy Scouts of Nippon Boy scouts of Korea The SingaPore Scout Association The National ScOut Organization of Thai1and The SCout AssoCiation the United KingdoⅢ Persekutuan Pengakap Malaysia

Expresses its sinGere appreciation to the following companies for loaning equipments for the Seminar: Jardine Marketing Serv△ ce$

S。 Watson Visionhire Internationa1 8usiness Machines A。

16.

EXPresses its sincere apPreciatiOn to Mor11ing Hi11 SChool, Princess A1exandra Red CrOss Residential SGhoo1 and Tai Tam CamPsite f° r their lending of p1ace and faci1ities for ho1ding combined meetings and camp by handicapped SGouts。

〓

17,

Expre$ses

文ts

sincore aPPreciation to the fo11owing Scout groups for

demonstratiη g moetings and combined CamP for handicaPpod sc。 uts:

216th Kowlo。 n GrQup, I15Fd Kowloon CrouP, 198琵 h K0Wloon, 2s1哲 Kow1。 0rl Group, 274th Kow1。 Qn GrouP冫 157th H° ng Kong GrouP, 197th Hong Kong l飞

GrouPp 142n- H0ng KQng Group, 294th East Kow1o0n GrouP, 72nd Ea早 t KoWlo0n Group, 122n￠ East K。 w100n croup, 2sth South Kwai Chung Group。

18。

EXPresses its sincere aPpreci⒊ tion to: MF, LAU H0I, G。 s,L, of z16th K° w1° °n GrouP Mr。 KWONG Wai-keung, C,s。 1。 。f 122nd Ea$t Kow1oon GrouP Mr。 T。 Mr。

C, CH^J刂 , G,s。

NG KWok-wahj G。

L, 0f 2s1st Kow1oon Group °f 274th Kow1oon GrouP

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for conduot1ng me。 tings and ￠anlping fQr handicapped Scouts。

19.

Expresses its sinceFe apppreciation to Father Kerklaan fQr conduGtirlg lass duFing the seminar, Ⅱ

ReGommendations 20。

Recommends that pub1ic awarones$ bc upheld to foCus on the pFoblem of the disab1ed beyond tho InteFnat↓ ona1 Year 。f Di$ab1ed Per$ons through Qrganizing regular events involving handicaPPed Pors° ns, keeping the Pub1ic infoFmed of tl、 e handicapPod activitie岛 and pr♀ mot文 ng general aGcePtance of the disab1ed as norma1 Pers。 ns in the co瞰 mⅥ nity;

21,

Recommen-$ that membors of the Scout and Guide Movement$ should p1β y an active role in mak文 ng th° Pub1ic aWare o￡ the Problem 9f the disabled bˇ organizing rogulaF eⅤ ent$ involving handicaPped Pρ r$ons 1oca11y, nationally and internationa11y,by request讠 ng Scouts tQ produce tTaining aids for the handicapped during meeting times and at homes, and by iη V△ ting parents to sGollt mootings;

22.

ψarious Recommends that the ScOut and Guide Movements should undertake $ources。 action p1ans for the disabled within their capabilitie$ an- rρ The suggested aGtions inG1ude encouraging 1eaders of the Movements 钅o accePt the handicapped in the△ r Pack$ and grouP9 $ettihg uP :handicapPed awareness trai1s’ , organizing national and distFict handicapped )a1Ilboree s, preParing the 1eadeFs t。 pre$ent ScQuting to thc handicapped by inclusion 0f extension se$sions in 1eaders training covⅡ ses, ProduCing Video tapes, films and Pub1ications on SCOuting with the handicapped r the tIn[:rn:甘

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S01/06 47.

Recommends that professional adviGe and assistance should be solicited as far as possible in camp, lifting the heavy boys and toileting for the physica11y handicapped;

48.

Recommends that a member of the following professions be invited to Come to the camp for the physically handicapped: doctors, nurses, teaChers, dietitians, physio-therapists, soCial workers, auxiliary medical services。 It may a1so be desirable to find soneone who lives very near the camp site and who is wi11ing to be ’on ca11’ ;

49.

Recommends that special programme may need the exPert advice and equ土 pment of l0Cal sporting bodies e。 g。 archery, fencing, tabletenn△ s;

50.

Recommends that parents Of the handicaPped may have va1uable specialist knowledge we can use;

51.

Recommends that if there is no toileting facilities in the camping venue, portab1e and speGial facilities for toileting and showering be installed for the physica11y handicapped;

52.

Recommends that great care is needed in lifting the heavy bOys in order to safeguard the back of the he1Per, especially when senior Scouts and other young people are helPing; and

s3。

Recommends that while the physica11y handicapped boy may need help, we must he1p him to be independent and help himself。

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S02/01 INTRODUCTION

Mr, Henry KU Cha△ rman ttee ing C0mm△ Seminar Organi乞 The International Seminar on Scouting for Disab1ed Persons was held at the Lady MacLehose Centro, Pokfulam, Hong Kong over the per廴 od of 27乍 h and 51st December, 1981。 The Sem△ nar, attended by 58 partiGipants from 9 countr△ es, was organ△ zed

in response to the Internationa1 Yoar of Disabled persons wi△ h a vieW to reviewing and improving the programmes for 0xtension Scouting in vari0us Countries in the Asia Pacific Scout Region。 The theme of the semin。 r is "Sharing Scouting With Disabled Persons",

In the afternoon of the first day (27th December 1981), the participants wOre honoured by the presence of tho Honourab1e E, p。 Ho, C,B,E。 , J。 P。 secretary for socia1 Servioρ s, Hong Kong。 He praised the perservance, hard work and sacrifice of the vo1unteer leaders of thc Scout M。 vement in working for the disabled ahd the significaht pro宫 ress made ovcr the ,

past decades。

The keynote address to the Seminar Was deliver0d by Mr, J。 plar王 del sILVESTRE, Ex。 cut∶ ve C° mmission° r, W° rld Sc。 ut Bureau, Asiaˉ Pacific Reg△ °n。 He p° inted out the magnitude of the p扌 ob1em of the disabled, and aPPea1ed t0 Scout Organizat亠 ons to deve1op acti° n P1ans tQ inVo1ve sGouting in a meahingful w弭 y t° a11eViate the plight of the disab1od。 There were 5 input sessions ahd 5 worκ sh° ps i0 th0 $emi“ ar。 Tho 圭nput sessions were conducted by th啻 e° scout lθ aders who aro expeFts in handiˉ capped Scouting。 They wρ re: (1)

Dr。 S。 Noel DONALDSoN, M。

0。

, F。 F,C。 M。 , D。

NortheFn Irelan- Scout Counoi1

(2)

Extension Adviser, .

P'° fess° r Sadao 1ida, Ghair” an, △eadoir Tra土 ning C° mmittee, s￠ outs

(3)

P。 H。

of N土 ppon

Boy

Mr. John INGLIS, Branch Commissioner 。f 1eader Training, New S° uth Wales, the Sc。 ut Association of Australio

The fu11 texts Of their speeches cnre reproduced in this report。 The workshOps were devOted to the 9xchange of exp° riences and $pecific subjects as suggcsted by th。 speakers。 The sumnary findings are at the end of this 宝epOrt。 H0NG

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S02/02

Visits were also arranged for the ParticiPants t。 see,eXtens△ on soout and handicapped activities in Hong Kong。 During the 1ast session of the Seminar, a11 de1egates, having c° nsidered the findings of a11 workshops and Plen。 ry sessions, res01ved to ”。ke recommendations to the particiPating organizati° ns and the Asia Pac1fic Scout Regiona1 Headquarters。 The approved recommendations ar。 reProduqed on the Preceding Pages。

As Chairman of the Organizing Committee, I wou1d 1ike to urge a11 partici~ pating scout Organizat亠 ons t° d° their very best t。 uphold thρ spirit of 1981 into the future and to p⒈ r$ue the recommendations contained in this `

rePort。

F土 na11y, I would like to than。 a11 those who have assisted in the planning, organizing and running of thζ scminar, without Whose effort and devotion, tho Seminar would not have bfen so successfu1。

H0NG

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^R 0Ⅱ S03/01 oBJECT△ VEs OF THE sEM【 NAR

The Object土 ves of the sem圭 nar 土mc1u-e the pr° v盂 s炙 om for Scout L∷ aders from var土 ous Nationa1 Scou仨 AssoC△ aLions to :亠 of a

a。

￡orum

e∷

工n-depth

Study

the conCept and pr主

deve1op血 ∷ enta1 0ppottun土 b。

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⒒cip1es

of us土 ng

scout土 ng act文 v土 t土 es to he1p d土 sab1ed youths to aoqu土 Fe

E永 Ghange exper土 enCes and

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as nonˉ d± sab1ed yo电 ths;

主deas

of Work土 ng with d至 sab1ed

So0uts;

△nc1Rtd ￡or△ her Cxpanding the△ r programmes 1o opportunit主 es ￡o亡 integrat土 ng d文 sab1ed 0co1土 ts 0ther scouts;

Cons△ der

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Exam土 nO and des土 gn 1eadeF t△ ˉain土 ng pro8rammOs 1o

ensure 主n

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ppcd sab1Od in1egraLing d主 sab1Od youths

of d土 sab1ed SCouts arO wO11-cqu主

the工 r work alld to Oxpose 1eadcrs of non-d主

scouts to thc concOpt o￡ 土nto thOir groups。

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^R OⅡ METHODS OF THE SElIINAR

Eaoh day, a Co-ordinator wi11 be appoi硪 make announcements, introduce the spe串 thO input and report sess主 ons。

ted W汛 o w至 11 ker a血 d 0onduGt

Thc Seminar wi1廴 beg土 n each day w土 ttl spiritua1 ded土 cat圭 on 1ed by a par-icipant。

An input sess土 on wi11 be de1ivered eac” day wh童 ch bq fo11owed by a wo亡 kshop, Partic土 pants w主 11 be

w受

11

diy△ doo into groups by the Ch土 e￡ Tutor。 The grOu ps wi11 disous$ the c° ntenLs o￡ the 土nput sess圭 on toi tll top圭 suggested -y the chie￡ Tutor 艹n consu1tation w土 th the speaker。 D。

E。

The c° nc1us土 on of the discuss土 ons w王

11 be presented

t0 the seη 土nar at the reoort sessi° no。 A wr主 tten coPy 。f 仁he presentation sh° u1d be passed by each group to the Ch土 ef Tut° r。

Based

prese0∷ tatェ oo, the Chie￡ Tutor and the 0ecFetary w土 11 draft the sem艾 nar Rec° mmendat土 ons to be 00ns土 eFOd -y the sem土 nar Recommendat± ons ρn th∶ e

sem土 nar

d∴

Comm土 ttee。

H0NG

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lⅢ ERⅡ AT旧 S05/01 oPENING REMARKS (0Pening Ceremony) Mr。 E。 P。

Ho, C。

B。

E., J。 P。

Sec=etary for socia1 Services Hong Kong a:￡

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a::e:a;∶ r~ | sons, Particularly as this 土s sti11 the Υear of Disab1ed Persons during{ which a wide variety of °ther activ主 ties has taken Place。 ∶:ei:p∶ n置;∶

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In another two months’ time the scout Movement wi11 be celebrating its 75th Anniversary。 Through the decades fo11owing its incePti。 n the MoveJ ment・ s objective of deve1op△ ng responsib1e citizenshiP ェ n the yρ ung has ∷ served a11 coⅡ munities well。 Today in this age of raPid social change and the increasing Pressures which such changes bring, scouting is a11 the more imPortant in assisting youth to develoP into resPectable and ∷ Constructive meⅢ bers of soc△ ety。 Hong Kong has had a l° ng history of Scouting actiVities。 As ear1y as 1909, the first gT° up was fo‘ Ⅱ1ed in St。 JosePh・ s college。 since then it has proven so Popular that today no 1east than 770 groups numbering 40,000 members hold regu1ar meetings vnder the guidance of their vo1untary Scout Leaders。 This is a remarkable achievement。

It is not often rea1ised that the first teaⅡ of Voluntary Leaders of handicapped scouts was already in existence some 25 years ago。 The firsl sCout grouP for the disabled was established at the leProsari” m 。n Hay Ling chau which becane defunct 10 years later beCause that 主nstituˉ tion was no 1onger required。 However the second grouP, which wOs fo‘ Ⅲed in 1956 at the HOng Kong School for the Dea￡ , has remained active right up to the present。 From the earliest times, the Pr。 moters of scouting for the disabled have discovered that scouting is as useful a tool to handiCapped youths as it is to the nonˉ handicaPped・ sc° uting pFOvides equal oPp° rtunities for disab1ed youths to set their goals, to strIVe after them, and to achieve them, in co“ More "IOn "ith their coInrades who are able-bodied。 iⅡportantly, it provides an environment in which disab1ed youths are he1ped to achieve not only fu11 particiPation in but a1so fu11 Integra~ tion w△ th the rest of the commun△ ty which is both the theme of the Un△ te( Nations and o"r obu theⅢ e for this Inte‘ ational Υear of Disabled Person{ J▲

The significant Pr° gress nade over the Past tw。 deCades and more wou1d

not have been Possible without of the volunteer Leaders of the have given mselfishly of their youths the fun of scouting and

the perservance, hard work and sacrifice They scout AssoCiation of Hong Kong。 tiⅡ e and efforts in bringing to disab/ the q"n1

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s05/02 I nm glad that this sem注 nar has been organised for the PurPose of and to

shar△ ng exPer△ ences w△ th ouF fr王 ends from neighbour△ ng Countr△ es territories, to fos孓 er c1。 ser co-oPeFati° n and, not least, for us C0ns王 der t|e direction and emPhasェ s 。 ur future efforts。 This f °

ェ s

the first seⅡ inar of its kind in this part of the World, and I wish you 亠 fruitful exchange and success 主n your deliberations。 I also hope that our visitors from overseas wi11 have a very Pleasant stay and take home many pleasant memories of this Seminar and of our city。

Ladies and Gentlemen: It gives me great p1easure to deGlare oPen the Internati° na1 Seminar on Scouting for Disabled PersOns。

|

H0NG

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S06/01 KEΥ NOTE

ADDREsS

J, Plaridel Silvestrc Comn△ ss△ oner W0r1d ScOut Bureau, Asia-Pacific Region Mr。

Exec1】 t△ vc

THESE Too

ARE OUR BR⊙ THERS FI SISTERS

Υou

see them in a number of h° mes - in some - belovcd and pampered; in Others, a source of enbarassment and guilt。 Υou see them in the streets and by-ways of your cities and your vi11ages, some distinCt1y visible by the peculiarity of their looks, their stance, their movement。 But many m° re of them are everywhere - in the eyes of a casua1 on1ooker, apparent1y a healthy, normal persOn - but knOwη only to him, his fami1y and his God - a disabled person. They may have physica1, mental or sensory impairments。 Their limbs, thcir b° dies, their vital organs, their minds have missing or damaged cOmponents。 They may bc Para1yzed户 or move with difficulty and awkwardncss, unablc to keep up w1th the madding crowd; they may havc limitcd hearing or at w° rsc, bc comp1ctcly dcaf t。 the sounds, thc voiccs and thc music of our living wor1d; they may have impaired vision in onc °r both eycs ~ at the worst, they may be tota11y blind to tho fOrms, thc shapcs, thc colours, the beauty of our surroundings; they may havc limitcd menta1 capacity bccausc of brain damage or ma1nutrition - unablc to 1earn or aCquirc knowlcdgo and skills, unawarc of the full impact of progrcss and dcvclopment in our world 。f tOday; they may be emOtionally disturbed, unab1c tO copO with the realities and pressurcs of life, of responsibility, cven °f living in our fast-changing world。 In many situations, thcse persons may have more than one impairment。 Many morc are unab1e tO help the【 ns c1vcs to fced themselves, tO 1ook after their own persOnal necessitics, to earn, to lcarn, to 1ive, evcn to lOvc, These then arc the disab1cd Pers° ns: the b1ind, the deaf, the cripp1ed, the c° I`genitally deformcd, the autistic, the epi1eptic, the spastic, the menta11y retarded, the emotiona11y disturbed, the pΙ ematurely seni1e。 There are 500 mi11ions persOns tOday whO are disabled。 In fact, unitcd Nations statistics rcvea⊥ that °ne in evcry 9 persons throughout the world is disabled。 500 mi11iOn persons approximatcly equals the cntire

population of Europe! Of thesc number, hOwever, the vast majority 11vc in the poor and deve1oping countries of Our world。 Based On present forecasts, there will be 750 mi11i° n people who are disabled at the end °f this centruy - within thc next 19 years ! - within our lifetime!

And what of the childrcn amongst them?

Let ne tell you

。。.。

AGcording to VNICEF, one Child in ten is born with an impairment or Some children becOme b1ind, deaf, physically acquires it in childhood。 handicapPed, menta11y retarded or emotiona11y disturbed in their Today, most of these children, including most disablcd formative years。 adu1ts " 。。。。 do n0t receive even the basic rehabilitation assistance the combination of treatment, education and training that wi11 he1p thcm to use their capabilities to the maximum。 They are caught in a web of misunderstanding, myth and superstition。 This is especia11y true of thc 120 million disab1ed chi1dren 1iving today in the developing countrics of the wor1d。 "

By the year 2000 Conly 19 years away from today!) oη e third of the s tota1 Population will be under 15 years of age, living in deVeloping areas 。。。。 and 150 million of these children will be disabled! Such is the oVerP° wering magnitude and the enoェ Ⅱlous challenge of disab1ed

wor1d’

persons。

In recognition of this wor1d-wide situation, the United Nations Gcneral Assembly of 1976 declared 1981 as the InternatiOnal Υear of Disabled Persons (IΥ DP). AnxiOus to do their share, the sGout Association Of Hong Kong convened this seminar to seek practica1 ways with which Scouting can contribute its efforts and its assistancc in thc scrvice of disabled persons cverywhere。

We have a1ways had the disab1ed amongst us。 But most of the time, perhaps because of ignorance, we tend to keep most of them in their own units。 0nce in a whi1e, we gathcr them, more to show the pub1ic OcGasiona11y, than to give fun and enjoyment to the disab1ed Scouts。 we have conducted 1eader training courses for ScOuters who wi11 work But what has bcen 1ackGod knows we try。 with a Particular handicap。 ing a11 along has been a GOncerted cffort to face the prob1em of disab1ed Scouts realistica11y and on a Continuing basis.

In applying a systems approach to the prob1en of what Scouting G Guiding can do, we rea1ize that one of our consistent strengths is our Proven Our movement and more particu1arly our leaders, experience in training。 have trenendous eXperience oVer the last 74 years in the training of both adu1t 1eaders and the youth。 Training in safety for example, is a basiG subject in a11 sy11abi for progress training or advancement in In the preventive phase of our taining vis-a-vis both ScOuts F. Guides。 the disab1ed, we need to teach the young that a great number of Evcryone disabi1ity-causing situations can be avo1ded and prevented。 must be made aware of the dangers of malnutrition; that accidents can be prevented in the home, in the play areas of children, in thc roads and highways of our country and in the work stations of our adult sOciety

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Wc need to educate a11 our leaders and olJr Scouts to respeGt the worth and digη ity eVery human being, abandon socia1 and customary discriminao tion against the disabled and more important, accept the disabled as equa1s, fu11y entitled to 1ead decent, productive and rewarding 1ives.

We can aGcoⅡP1ish this by train主 ng mature leaders who can he1p create opportunities to deve1op and motivate the capabi1ities and ski11s of the disab1ed, howeVer 1imited, to enable them to be as self-re1iant In the process, the Community itself wi11 be benefited; as P° ssib1e。 but more iηportant, we Wipe away the m△ sery and restore the dignity of 土n the the disabled individua1 who has the right to fu11y particiPate If we 1ife and deVelopment of their communities and their societies。 do so, we can brighten the lives of so many of our disab1ed by he1ping them to make a positive contribution to community 1ife。 In recent years, new ski11s=training techniques and remedia1 therapics confirm the increasing rea1ization that tremendous improvements Can be achieved with chi1dren and children yet to be born through the utilization of modern know1edge in the fie1ds of medicine and nutrition。 I submit that 1essons learned from these developments shou1d form an intcgral Part °f the training process for our youth。 Aftcr having 1carned thcse, they can influencc thc peopl0 and the coⅢ munity around them。 Morc imPortant, we shall bc preparing the youth in a better way to carry on their rolc as futurc parents of children yct to be born。 Pcrhaps in this way, we can discount the blcak statistica1 forecast I quOtCd ear1ier on the dismal figure of disablcd chi1dren 19 years from now。

During the next few days, you will mu11 ovCr the apa11ing situation of disab1cd persons。 After 1981, the Internationa1 Year or Disabled Pcrsons Wi11 be over。 I sincerely hope the spcctre of the 120 mi11ion disab1ed chi1dren liVing today in the developing countries of the world, wi11 Prod you to seek fresh and Workable ideas - p命 rticular1y practical ideas within the capabi1ities and strengths of your scout organizations。 I Pray you wi11 not be bogged down in rhetoric or semantics but that inspired by a sense of mission, a11 of you, individua11y and collective1y, wi11 formu1ate and develop action P1ans designed to invo1ve SCouting and Guiding in each of youf countr△ es ェn a more meaningfu1 way to a11eViate the Plight of the disabled - and more explicitly, the disab1ed Children of today, tomorrow and in the years to cone。

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l0Ve the disabled - for he made so Ⅲany of them。 But together ith that 1ove, you the non-disab1ed have a1so been b1essed, with the ra1 resPonsib立 lity of Garing for the disabled - for these too are and our s△ sters。 ur brothers 皿ust

we open this internat土 ona1 seminar for the disabled, permit me to p∶ m::∶ s :∶ r;。 you m犭 ii导 :∶ ::n∶ ;:: ::∶ h :∶ r:∶ :f andicaPPed and h:w:et∶ :∶ :∶ he disab1ed, I say t9 a11 of you: hare wェ th

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saVe your Pity, spare your char△ ty, extend your compass△ on, open your hearts, give of yourself o to the disab1ed particu1ar1y, a 1ittle goes a long, 1ong way。 蚺盯 v江

ay the nobility of the Purpose of this seminar inspire a11 °f you as ou seek ways to invo1ve yourselves with thesc too 。。。。 our brothers nd sisters, the disab1ed amongst us。

艹 蚤辶盯苷

hank you and a11 good wishes for a fruitfu1 seminar。

HONG

κoNG,DECEMBER1θ 81

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Noel Donaldson, M,D,, F。

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most seVere are grouped together in specia1 schoo1s and these schoo1s often have Scout Groups。 specia1 help has been given to these grouPs by the production in braille of Cub and scout Handbooks and the Badge Tests as laid dowη in Po1icy, SPecial training equipment 1ike brai11e organization and Ru1es。 compasses and sPecially Prepared maps。 Ba11s with in-built buzzers can be used for games。 TO Compensate for 1oss of sight these chi1dren haVe a good sense of hearing。 They have to detect mood from speech as they cannot see facia1 exPression。 Leaders shou1d be aware of this and beware of bad Voice usod。

Visua1 A1so give c1ear instruction to compensate for the loss of sight。 It is usefu1 to confine activity to a demonstration is not possib1e。 sma11er area than usual and it is necessary to giVe the boy time to learn his surroundings。 Hearing ImPairment The distinction between deafness and partia1 hearing is a1so a matter of degree。 Education may be in a sPecial school or 亠n an ordinary schoo1 with the use of a Persona1 hearing aid。 The boys are usua11y Physica11y fast and can be integrated into norma1 Scout GrouPs・

PreCaut1ons must be taken by Leaders to ensure that they are not teased because th0y wear a△ ds。 Sigη

1anguage tends be 1ocal, but finger spe11ing is a1most universa1。

Hearing me血 bers should learn the finger alphabet。

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DECEMBER1981

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This condition of word :b1土 ndness| is becoming increasingly recognised in the United κingdom。 It is more common in boys than in girls。 It is character△ sed by chi1dren of norma1 intellegence having a sPecific disability to peFform any one oF any combination of the fo11owing: 1.

Read

2.

Write

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Understand number notati。 n

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Understand musical notation

This leads to frustration, fee1ing of failure and bad temper。 These chi1dren bad1y need to succeed and Scouting can supP1y this need。

HONG

κoNG‘

DECEMBER1981

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11y HandicapPed

1 have hqard S￠ outing called 卩any things (n。 t all of them comple由 entary)9 but I am always p1eased when I hear tho words "Scout MoVement” 9 because they imply that we are caPable of changing with the times。 In view of this recogη 1tion of Change may I be a11owed to share with you the changes in sc° uting with the handicapped as I have seen them and use the story t° show how wo havo beon prepared to change our programmes to fit the needs of the boy。

When I was a Scout,a boy with ca1iPers (leg ir。 ns) joined my Troop。 He 1eft two lasting imPressI0ns on me, one, the marks of h圭 s 1eg irons on my legs because he was a11owed to play games with them on, while we had to wear gym shoes, t1】 e second, the know1edge that a physica11' disabled boy would take Part in ordinary Scout activities Provided some a11owance was made for h1s disadvanta虫 e. (This was 40 years ago)。 When I qua1ified as a -octor the then Chief Commissioner for NortheΙ " Ireland asked me to adv土 se the Northern Ire1and Scout CounCi1 0n medical matters rclating to HandicapPed Sc0uting (as it was ca11ed in those days)。 My first task was to visit a hospita1 group where children were boing treated for bone tuborcu1osis。 I remember that the scarf worn by the boys was red in co1our and on the oack was 已 0esigη of a broken wheel With a wing attacoed t° the broken Part - their motto Was "Speed the Broken Wheel"。 Bone tubercu1osis decfeased 钭nd the hosPita1 was theo us0d for children with tho def9rm=ties suffer。 d aftor Poliomye1ities。 This has been almost wiPed out in North0rη Ireland and there is no neod for such a hosP△ tal TrooP, 王 ndeed the hosP△ tal is used for the care ° f th。 elderly。

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The 1esson to be learned from this is that scoutiig has to be aWare of the neods of the boy。 The Organization must know of the Conditi° Ⅱs Which might affect theiF Programme。 Fo△ th土 s, expert med土 ca1 know1edge is required certain1y at nati° na1 1evel, As a result of a m0dical ’lookoout’ in the Uhited Kingdom the scout AssoCiation was PrePare- for tho -emand for SCouting by boys wh° ha- been d0maged in utero by the drug thalidamide, As a r0sult of the toxiG effects of this drug, whiCh Was taken by mothers for Pregη ancy sickness, chi1dren were born With absent or deformed 1ihbs。 This epidem立 c has passed, but sCouting w钭 s ready for it。 I would 0ommand to you the apPointment of an epidemiological sPecialist to your △ational committees for Extensi0n sc。 uting s° that you are Prepared foF changes in the inGidenCe of handicappiη g condition9 which are knowη of, earlier than Cub Scout age。 .

Can I now switch to the individua1 boy! Medica1 training has taught me that there is great value in the one-to-one re1ationship, the so-ca11ed doctor-patient trust。 This is a1so applicab1e to the Leader-boy re1ationsh△ p。 Each boy’ s un△ queness must bo respected and his diε η△ty as an individua1 acknow1edged, If a boy has a hBndicaPP△ ng c° nCition th。n the Leader’ s task is more difficult, but PerhaPs more rew钋 rding。 HONG

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DECEMBER1981

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on1y as an insuranGe for the Leader, but gives the Leader an opportuoity to consu1t with the doctor On details of care, Many do0tors haψ e been SGouts and are pleased to -e asked to assist。 I have found that nur§ es, especIa11y nurses trained in the Care of children Can proⅤ ide exce11ent adviC♀ on the handling of chi1dren or camP。

They can teach about -urning during the night, lifting heavy boys, using nechaniGal a△ -s fo士 lifting and bed bathing。

We in medicine and sGouting are often asked about individua1 handicapPing conditions and how to deal with them, First we have to decide what is professor Iida yesterday a handicap and is it different from i11-health。 was emPhasing that there was a distinct diffeFence between mental reta扌 dation and mental illness but the differenGe is not distinct on the physical side。 A boy with a deformed limb is Certain1y handicapped, but so is the boy with 钭 chroniC disease like asthma。 I would like now to discuss a series of handicap$, which do￠ tors se♀ 1.

Scouting。

Mu1tIPle haη dicaps Whi1e it is sinlPle t。 c。 ns土 der single handicaps there seems to be a greater incideη c0 。f mu1tiple handicaPs - cerebral Pa1sy with its moto啻 affects is often assoGiated With deafness 弭nd oP文 lePsy。

It really needs some medica1

adVice to make the Leader aWare of

the Pos$i-le d钭 ngers, without ehtering ih乍 o the c。 mplotQ tFeatmont of the Conditions。 ’〓

Cerebral Palsy

This is "a disorder of moVement and posture resulting from a 1. The incidence Permanent, non-progr0ssive defect of the immature brain’ Although a numb0r have in th0 United Kihgd° m is 2 per 1,000 births。 w nornal inte11igρ nGe 犁bout 5o% have an IQ be1° 70 qompare￠ t° 5% 。f the gen0ral pQPVlati° n

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nf♀ Fmanformation 空 ives a Leader bas△ c △ This book and tra△ n△ ng course △ Parenls tion so that he can go to sPeak with parents with intere$t。 Gan prov土 de more informati。 n, but adviCe on the suitability of certain Scouting a0tiⅤ i亡 ies can require mρ -ica1 advice。 It is G° mmon practice for Leaders taking b。 ys away from home to have a medica1 certificate This acts not stating that the b0y is fit for the proposed actiVities。

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There are three main types, spastiG, athetoid and ataxic。

The sPastic form is assOciated with muscle spasm and can affect legs, arms, one Or both sides of the body。 If moved too quickly the spasms beGome worse and if the boy becomes nervous because of bad handling the inⅤ oluntary movements increase。

。

There is often an able boy allocated to a whee1-chair boy, as a "pusher", These "Puζ hers" are often enthusiastic, too keen perhaPs9 and they need training in whee1-chair pushing and hand1ing the boy △n the cha△ r, ,°

nd Hydrocephalus

Spina Bifida can vary from a simple bony defect of the neura1 arches of one or more Ⅴertebrae is being assOciated with abnorma1ity of the lower end of the spira1 cord and its meninges (covering of the C° rd).

The more severe defects of the lower end of the spiral cord result in Paralysis of the legs and/or paralysis of the bladder。 A high proportion of children with spina bifida have hydrocepha1us。 Hydrocephalus is due to an obstruction to the flow of cerebro-sPinal fluid, which is secreted into the ventricles within the brain。 With the obstruction the ventricles enlarge and compress the surrounding bra1n tissue with resu1tant enlargement Of the head。 Insertion of a Spitz-Ho1ter va1ve between the ventricles and the heart or great Vesse1s reduGes the hydrocephalus。 If the va1ve becomes b1oGked the boy will complain of headaGhe and vomit。 Because of b1adder paralysis, the bladder must be emPtied by manua1 pressure, and i$ more liable to injection than usual。 Poliomye1it is Now rare in Great Britain。 Last ePidemic in 19s7 but still causing muGh muscular paralysis in many parts of the world。

Many of the children suffering from these paralytic conditions require wheelˉ chairs。 In this 'ear 。 f Disable- Persoη s, the Royal Society for the Prevention of Accidents l1ave produced a WheOI ChaiF Proficiency Test。 This is an addition to their we11 established Cyc1e proficiency Test which is used in United Kingdom by both Cubs and Scouts, I haVe copies of the test which you might find useful。 Υou will see that it apP1ies is whee1-chairs provided by the Government only (DHSS 。η the paPeⅡ ) and is not a fun test for sOmeone wanting a ride, This puts the physica11y handicapped boy at a certain advantage over his ab1e-bodied firneds。

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Muscular DystrcPhy This is a comParatively rare condition characterized by wasting of musc1es leading to progressive weakness。 In most cases it is inherited。

As the disease progresses the boy is una-1e to Pr。pe1 the chair pusher’ as the arms get Weaker he cannot hold obje0ts and needs a ’ of feed hi】 p,self。 At n△ ght he needs to be turned to prevent -iscomfort。 As b1ood CiFculation in the legs is poor he mu§ t be k0pt warm out Of doors.

Death is usua11y in ad01escenc0 from respiret° ry infeCti。 n, This is a most distressing time fo' Leaders and other boys in a Troop。 Leaders are often looking for some advice on how long a Particular boy wi11 1ive。

6,

Haemophilia

B1eeding This is a condition 0haFacterizod by a tendency to bleed。 may fo11ow quite trivial injuries。 It is comnon for bleeding to occur into a JOint especia11y △hc kⅡ 钐 Joint。 When the bleeding cannot be stopped by Pressure (We saw sC。 uts dea1ing with bleOding yesterd已 y) then the boy must have an injection of blood p1asma 土 n t・

hospital。

In the Scout meetings the boy should not take part in phˇ sica1 C。 n= tact games, and it may b° necessary to programme the mOeting s0 that the boy does not feel iso1ated。 7.

BFittle Bone Disease β。nes

8。

easily fraqture, but heal

The sclera are often b1uO in co1Our。

Diabetes This condition is a result of insufficiency of insu1in, whiGh con1” o1s the metabolism of gl11cose in the body, Treatment is by inject亠 ♀h 0f ∷ insulin and regulati0n of diet。 A Leader needs to know about ster1izatioll of syringes, measuring dosage of ins山 lin 卩nd qa1cu1ati0P

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Ast11ma Oη d Hay Fever Tllese a11o扌 g主 c conditions are often a maj° r difficu1ty for Leaders tak∶ ng boys to camp in the sumIne梦 。 Thcy wllceze tnnd qoug11 cnt lligllt

and keoP oLher members of tho Patrol or Six awako。 sufferor cannot tolerate 形he itch in his eyes。

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There aro preventive drugs wl、 i0h mustⅡ bc taken regularly a$ we11 as drugs for 讠rOatmOnt of t11G :c11te attach。 LOaders sh。 、 11d be aware of thO pr° blems and drLlgs usOd Corltrol aⅠ 、 c} treatmθ nt 。f asthma and hay fcvρ l,。 1O。

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Head and othρ r inJuries may °。cur during the fits 锇nd it may -e neGes$ary for the scv。 re1y aff1i0∷ tod t0 wρ ar P宓 °t。 c屯 炙ye hcadgear。 1t is nCGessary t。 a【 lticipate l`a⒎ ards wllρ h qa贽 iη g f° r an ♀Pil。 ptiC boy。 First cnsure tllβ t he ha$ l`is medication。 than supervi阝 e 11is aGtivity a⒒ d OⅤ oid -a沉 ge扌 ous p、 lrsuits like climbing9 sⅡ iη △ ∴ tng oxGε Pt in a confiI1~.- Glo$Gly-whtched ar。 a, felling trees and a^yˇ ∶ iI、 g QlsG which common sense would not allow, lˉ

These are th0 conditiOns we are asked aboLlt, if there are a11y lDartiCu1ar prob1ems which you l`aVe and want to discuss with me 1 wOtlld be g】 a- 仁o mcet you during the rest∷ 。f the so讯 in皮 r.

H0NG

κoNG,DECEMBER1981

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H0NG

κoNG,DECEMBER1981

〓

"INTEGRATING THE MENTALLΥ RETΛ RDED" Prof。 Sadao Iida National Executive Council Cha△ rman, Lcader Tra△ n△ ng comm△ ttee Boy scouts of NiPpon 卜 Iember,

Let me begin my ta1k with words of respect and appreciation to the Scout of HOng Kong for hosting this International Seminar, with the support Of thc World ScOut Bureau, Asia Pacific, to culminate the commemorab1e Intcrnationa1 Year of Disablcd Persons。 I am high1y honourcd and pleased to join this Seminar, by the kind invitation of the host scout Association, and to take Chargc of this morning’ s study

ΛssOciation

t,ess二 ~° n。

rc Prescn1ing my Input Paper, I have to ask your permission for my One is my insufficicnt ability of English。 Actually, I am lir,;uistica11y handicapped, and thorefore I solicit your paticnce and un(erstanding, which deserves a "handiCaPped" Pers° n。 Secondly, I am nct know1edgeable °f your cxperience an。 needs as to the given theme o】 "Integrating the Menta11y Retarded"。 Without the knowledge and 三nsight, I dared to prepare my paper, and I am still wondering if those who have a1ready had a considerable experience in Scouting with the mentally retarded will find my presentatiOn very boring。 Bef亻

two excuscs。

M)` ta1k can be divided largc1y into 3 parts。

The first part is the undcrstanding about menta1 rctardation and thc fundamental matters of the mentally retarded, without any reference to scouting。 The second part c° nccrns sc° uting for the mcntally rOtarded - its history, meaning, characteristiGs, etc。 Then, lastly, I am g° ing to shoW you, by using s1ides and video tape, what we in Japan have accOmplished in Scouting with the mentally retarded。

SOME UNDERSTANDING ABOUT MENTAL RETARDΛ TIoN By a rough classification, handicaps are divided into two groups, physica1 handicap and menta1 retardation。 COmparatively speaking, the formcr has gained some understanding among the genera1 PubliC, while public undorstanding tOward mental retardation is far from satisfactory。 In °bservation Of the Intern(1tional Υear of Disab1ed persons, I notice the physically handicapped are mOre independent, more positiVe than the nlentally retarded。 I must admit the mentally retarded inevitably rely upon the activitics of parcnts。 For this and other reasons, it sCems tc meD although very rcgrettt1ble, that public interest toward the q1:estio:l of mental retardation in the International Ycar of Disabled Porsons is very low, in GOnlparison with their attitudc toward physiCa1 h(1ndicaρ 。

H0NG KONG‘ oECEMBE涠

1981

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retardation is characterized by a below average being leve1 of intelleCtual functioning: the causation being some abnormality during the developmental period: and by an inability to Cope in the sOciety of which the handicapped is a member"。

From the developmental point of view, menta1 retardation is not mere1y limited to inte11ectua1 grOwth, but the delay appears in the physica1 and menta1 functiOning of his overa11 body。 It should be construed as "Deve1oPmental Handicap".

Mental rctardation is no rcspccter of race, nationality, socia1 or ecOnomic status。 It appears, however, that retardation duc to environmental deprivation is more apt to be fOund among children from low socio-ecOnomic groups。 Menta1 retardation may or may not be comP1iCated by aCcompanying emotiona1 disturbance and/Or physical handicaP。 Retarded persons have feelings and emotiona1 responses that are basically nOrmal, althOugh they Ⅲay have emotional disorder in additiOn, when thcy grow in a bad environment。 Therefore, the care of the mental retardation can be regarded as primarily a socio-educational problem。 Unfortunately, since work with menta1 retardatiOn is such a new fie1d We there are many mistaken beliefs, or fa11aGies which sti11 abound。 leaders in Scouting to say nothing of Scouts, must by all means avoid prejudices and misunderstanding。 Here, I take a short break for a quiz game。 (Quiz I is at Annex I)。 please read the distributed papers and fi11 in blanks with appropriate words。

Further, I shou1d like to add that, as is commonly known, the Internationa1 Year of Disab1ed Persons activity prOgrammes state on a c1ear definition Now, I try to app1y the of "Impairment", "Disability", and "Handicap"。 same defin立 tions to menta1 retardation∶ ImpairInent ca11ed menta1 retardatiOn means a state of incompletc mental deve1OPment due to different causes。

Disabi1ity duc tO mental retardation is the lowering Of competence for 1eading a rcasonab1e standard of persona1 aIld sOcia1 1ife。 3)

Handicap due to menta1 retardation is a disadvantagc of participation in society。

H0NG

κ0NG,DECE泗

BER1981

〓

SeVeral definitions of menta1 retardation have been used over the years, among which thO fo11owing is a morc appropriate working definition。

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Definitions of Menta1 Retardation

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Excepting a fcw special types, it is impossibli) to cure mental retardation medica11y。 What Can bc done isD despite serious limitation in inte11ectual capability, t° deve1op Oach one・ s potentia1s to the utmost by educat△ on。 Nothing is more gratifying than the fact that today, in parra11el with education for the PhysiCa11y handjcapped and thc sensory handiGapped, many countries pursue the study and PractiCe of spccia1 )ducation for mcntally rctarded childrcn。 Also, extension scouting is cOntributing a great deal to this direction。 A11eviation of Disadvantage in Community Life∶ What to cause disadvantages is, in my opinion, is 1argely two-sided。 One is that the higher the civilization becomes, the more difficu1t the sOcial adaptation of the menta11y retarded becOmes。 Need1ess to say, in the modern soc△ ety, a certa△ n degree of reading, wr△ ting and mathematic capabi1ities are essential tO lead a dai1y life. That is to say, the usc of inte11igence is demanding cOnsideral)1y。 On the contrary, in o1d days, a person with a light degre' mental retardation was ranked, without any problem, among norma1 peop1e。 From this standpoint, we Can say the modern sOciety provides uncomfor`able envirOnments for thc mentally retardcd。

:at effor=s arc be△ ng exerted to △mprove `hi1e, rcCent1y, in Japan gr Dub1ic facilit± es for 1he well-b :ing of t`c handj:apped。 FOr examplc, s1opcs for wh1)c1-chairs, traffic lation for tho deaf, guide-post Hovevc∵ , turning our e∷ cs tC meΠ `orv1c,s conousivc to ,∶ he Wol1-L 卜 1ean、 ・

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The othcr disadvantage is thc distorted human relationship。 The worse the attitude Of people living around the menta11y retarded are, the bigger thc handicap becOmes。 As is already remarked above, because menta1 retardation is an invisib1e handicap, it is often exposed to misunderstanding。 Above all, nOn-handicapped peop1e must endeavour to undcrstand the mentally rctarded apt1y。 T。 achieve this, it is vital tO provide welfare education ~ an education tO promote proper understanding about the handicapped and their welfare - from childhood。

FOr that purpose, nOt tO stay in the lcvOl of intellectual understanding, non-handicappcd pcOple n∶ ay go out to mix with handicapped peop1e or, as

in "Cap-handi Activity" which was Garried out in the 14th World Jamborce in r(orway in 1975, non-handicappcd peoplc may go through expericnces of handicapped pcoPle。 Thcsc activities wi11 do much to educatc thc nonhandicapped pcop1e a practical attitude.

DcsrcCs Of Mcnta1 RetardatiOn ○bvious1y, thc incidcncc of the menta11y l`ctarded is high in comparison with those of othcr handicaps。 By a very rough cstimate, thc rate is somewhat 2 and 5 pcr ccnts, Λlso, there arc various degrees of montal retardation. The fOllowing dcgrees are often used for the classificatiOn Of mcntal retardation - mild, moderate, severe, and Profound。 These 1eve1s ref1cct the degrce of difficu1ty a person has in learning and sOcial adaptatiOn.

Mildly Rctarded - A pcrson who is 1imited in his potential for advanGed rcademic achievemcnt, but can usua11y be brought by educatiOnal techniques to a state of sc1f-sufficiency。 Moderate1y Rctardcd - A persOn who shDws a ratc of menta1 deve1opment that is lcss th(1n half Of that norna11y expcctcd, but who can learn to take care Of his personal needs and perform many useful tasks in the home or in a sheltercd wOrkshop situation。 Severe1y Retarded - A person who Can learn self-care, but whose potential for ecOnomic productivity is lilLited。 ・ ‘ no rcspOnds to training in basic sO1fPrO found1y Retardcd - A pcrsOn 、 care and whO profit s from spcf 1a1 training in such areas as bch(lviora1 cOntrO1, sclf protoction, 1anguage development, and physica1 mObility.

Mcntf111y retardcd children 、Jho a)Γ o accpetcd into ScOuting under thc prcscnt c△ ⅠcunstanCcs are mOst∶ y on the mi1d and mOderate 1Cvcls。

HONG K0NG,DECEMBER1θ

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Deve1opmenta1 Task of the Retarded Then, may I focus our study on the Children with the mi1d or moderate degrec of montal retardation and reviow developmental tasks which they should achieVO in reforence with ma,or objectives of teaching。 1)

Building a he巳 1thy body and se:lsory。 motor function。

Human happiness is basod o△ health。 A1soD hoa1th is the bas土 s of various development。 It 土s with a healthy body and a Certain standard of sensoromotor funCtion that wo can e× tend behavioral areas, w土 den experiencos and enriCh lifo itself。 There are many Cases of sensory。 motor malˉ function with menta11y retarded chi1dren。

Therefore, with due consideration to unfavourab1e inf1uences which suGh defectiVe function caus0s on Physical fitness and hea1th, we need to estab1ish deVeloPmental tasks for them。

To accomplish these tasks, important points are, first, to Widen the repartorie of sensory~moto・ r eXperiences, and second1y to give them more oPp° rtunities for training and praCtice。 Also, if circumstances perⅢ it, remedia1 and correctional care should not be neglected for the recovery of fun。 t亠 on, based upon precise nuero1ogical diagnos△ s。

Definitely, physic。 1 educat上 0na】 and work~study are emphasized for a 1°

2)

ng Period from the initial stage of development,

Independence in persona1 11fe。

It is an important task for all mentally retarded children to acquire fundamental habits of liv玉 ng suCh as toi1etting, eating, dressing Normal and undressing, c1eanln∶ g: etC,, at an earliest possible time。 childrcn can accomplish this k三 nd of task without any efforts in their home life and before they reach schoo1 age, while menta11y rotarded chi1dren arO o:ten slow i了 . attainJ∶ ng the self~independence。 In addition, bocause tleir home guidance does not a1ways suffice- such teaching wi11 have to ’ 冫 氵 integrated into schoo1 eduCation programΠ les。 To giVe an eXamp1e, a ch二 ld wh。 cannot get rio of the diaperring habit bofore entering school has shor∷ ly oVercome the defect by ADL training at schoc∶ 。 MOst remarkab1e point is that th土 s kind of , tasks in academj~c subjects and that if a task is different fr亻 π proper guidance is g∶ ven, even seriously handicaPPed children can obtain the desired r,su1t。

HONG

κoNG,DECEmBER1981

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Social Competency。

Retarded chi1dren have more or 1ess Prob1ems of a socia1 nature。 Particu1ar1y, it is an imPortant task that from the later part of infancy chi1dren can by and by part themse1Ves from home, and 1earn to maintain favourable contaCts in wider social life with many people, including friends, and to keep socia1 behavior accordant to manners and ru1es。 In other words, it is a question of participating in grouP l土 fe, and tasX °f developing sOcial ability。 Λs

the cause of such s1ow development of a socia1 nature, we Ⅲust pu毛 in question the 1ack of positive approaches to the handicappcd from thc peop1e around them, a1though the influence arising from menta】 retardation cannot be neglected。 I11 infancy, the first task is to strengthen a resisting power aga111st people and places outsidc home。 In sChOo1 ages, we must empItasize positive particiPation in play and group activities, and tI】 e exteJlFurthermore in ad1escence, an essential sion of neighbourhood life。 task is to prepare them for so ca11ed sociality, which is to be needed after 1eaving school。 4)

Development of Inte11ectua1 FunCtion。

Menta11y retarded children, due to brain troub1e, have difficulty in the learning of academic subjects, and we have to adm立 t that as a result their inte11ectual develoPment is 1imited to a certain degree。 Contrari1y, It is not to say that inte11ectual training is unnecessary。 △t is a grow△ ng tendancy to Put more emphas△ s on the academ△ c tra△ n△ ng of menta11y retarded children。 Genera11y。 in the process of intellectua1 deve1oPment, the gaining of

ivances to the abstractive concept concret e, intuitive knowledges △‘ 受s format主 on, but in the case of nlenta11y retarded Chi1dren, emphasis At placed specia11y on the training of the intuitive thinking level。 the same time, we must not oveFlook the fact that as a further step the deVe1opment of abstractivc thinking is a1so aimed for, if t11e basic training satisfactori1y progresses。 Co11Crete1y, the accomP1ishment of tasks in this sphere centers oΙ 、 prc-academiC study, name1y, tl1e study of readiness forlllation unti1 the lower grades or the midIle grades o∶ f primary school, because of its degree of menta1 deve1cpment, and when they reach higher grade the substantial acadOmic lcarning becoⅡ es Possible。

Let me further te11 you th:t the future deve1opment of training will promoto cffcGtiveness in the instruction of 】enta11y retarded childrcn and the oeViGes of new instruCtion methods wi11 contribute to the stcP-by-step deve1oPment of inte11igenCe。

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Assuming that the afore-mentioned deve1。 pmental tasks are accomp1ished in infancy and childhood, true sOcial participation cannot be assured, unless tasks set forth as a Premise for sOcia1 participation after leaving schoo1 are accomP1ished。 Genera11y, the Concrete goal is set for the mild1y retarded to become vocationally independent, and for the moderately retarded to participate in productive activities in a shcltered environment。 To accomplish such tasks, sufficient guidance based on vocationa1 training is by a11 means needed in and around adolescence。

Nornalization of Leisure Time Activities

If there is a single word that best dcscribes the current dircction of services for the retarded and other disab1ed persons, that w° rd wou1d bc normalization。 The concept of normalization, which it is said originatcd in North Europe, is a philosophy of scrvices that attempts to makc thc 1iVes of retarded and other disabled persons as much like thc lives of everyone else as P° ssible。 As conGerte step to tack1e thc nOrma1ization of the menta11y retarded, the fo11owing two ideas have been wide1y acccptcd。 Onc is deinstitutionalization movement and the othcr is mainstreaming or integrated education in schoo1 cduGation。 The deinstitutionalization movement is the attempt to get as many retarded persons as possible out of the large institutions and back into their home √ Communities, In other 、 ords, it is an effort to turnabout from residential care to community care。 An institution is the 1east normal living environment of a11。 The latter, name1y, the mainstrcaming movement, is in schoOl education in which many retarded and other handicapped chi1dren who in earlier decades would have been p1aced in specia1 schoo1s or c1asscs segregated from the mainstream of educatiOn are now provided with special services in a regu1ar classroom With a11 the other peers of their own age。 Here I should 1ike to add another movement, which is the normalization of leisure time activities。 Recreationa1 and sOcia1 activities in leisure time are lacking in thc 1ives of many retarded Pers° ns, eVen those who Genera11y speaking, both Parents and teachcr function quite independently。 are too much disinterested in the out-of-home and out-of-schoo1 activitieAlso, community organizations which of menta11y retarded children。 provide such opportunities (SC。 uting is one of the host remarkable ∷ organizations) are sti11 insufficient in number and cannOt satisfy potential needs。 【 It is a 】 tatter to be rcflected upon that exPerts in education for handicapped children and tlleir parents are only cOnCCrned with the

education whiCh is provided under the name of special education by schoo1s and institutions。

H0NG

κ0NG,DECEM8E馏

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S08/08 It is the time to recognize that education f。 r menta11y retarded chi1dr0n is not compl。 te °nly with what home (parents) and sch° °l/ institution (teachers and °ther oxperts) can Provide, and to make further efforts to the eXpansion of c° mmunity-education activities。 In this sense, the normalization of leIsure t主 me aCtiVities is significantly needed。

Here again, I take a quiz break。 (Quiz II is at Annex II)

HONG

κoNG,DECEmBER1981

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s08/09 SCOUTING FOR THE MENTALLΥ RETARDED 罗istorial

ProsPective

As you know, Extension Scouting has a long history。 DesCription re1ated to the history of Scouting with the handicapped, including mental retardation, is found in the "Scout Movement" written by E。 E。 Re冫 ηolds, from which I quote the following: "A further deVclopment came in 1927 with the organizatiOn of ScOuting as a means of helping boys whO suffered from physica1 or mental defects。 T11e way in this direction has been Pi° neered by the Girl Guides in their Extension branch。 For some years, many Scouts had been visiting thesc unfortunate boys and had donc much tO brighten their livcs。 Doctors found that such visits brought a most marked improvement in the out1ook of the children: they no longer fe1t cut off from the world and they discOvered that there were many things they cou1d do like other boys"。 on the other hand, in B-P’ s "Aids to ScOutmastership", there is a section

of Handicapped Scouts with the mention of crippled, deaf and dumb, and blind boys, but mentally retarde- children are nOt mentioned。 In England, the formation of handicapped Scout groups dated back to 1925, when a Girl Guides grOup was organized for handicaPped girls。 In U。 S。 A。 in 1911, a Kentucky Blind School adoPted Boy Scout a。 tivities for the Pupils and in 1917 an institution for physica11y handicapped girls started Girl Scout activities。 This means the U。 S。 A。 Preceded the Founder|s Country, England。 Interestingly, the lag in the starting year of handicapped Scout groups in U。 S。 A。 and England is similar to that of the fOrmation of institutions for disab1ed persons in U。 S。 A。 and England。 ,

In the U。 S。 A。 , in 1940s, mentally retarded children joined in Scouting。 As ir the history of sPecial eduGation, Scouting for mentally retarded started much later than Scouting for children with other handicaps。 Theη , gradually, the number of countries which adopted Scouting with the handicapPed increased, and in 1958 the number reaChed 30 nations with

ovtlr 1,500 handicapped groups registered。

tentiOn ScOuting came officially intO the Wor1d Scouting scene in 1954 en Advisory Committee on Scouting with the Handicapped was formed in 'he Wor1d ScOut Comnlittce。 Under 1isted are the number of countries, l`hich Prom° tcs EXtension Scouting a】 ld the number of handicapped Scouts by four types of disabiliti。 s∶ E∷

wi∶

H0NG

κoNG.DECε

M8E偶 』98】

丨 Ⅱ TERⅡ ;ˉ

¨ ¨¨ ¨'

ˉ

S08/10

0Ⅱ

厶 L sEMlⅡ

^ˉ -¨ ¨¨ ˉ ¨ ¨-¨ ¨~-ˉ ¨ ˇoˉ

sCOU丁o

¨ˉ ¨ 灬¨ˉ・ ¨吣 ¨ ˉ '∷ ¨

ˉo灬 灬 ¨¨ ¨

丨 Ⅱ G FOR D丨 s厶 BLED ¨ˉˉ ˇ

PERs0Ⅱ s

^R 0Ⅱ

^T丨

1967

1970

Menta11y Retarded

15(40.0%)

20 (47.6%)

22 (41.s%)

B1ind

20 (75.6%)

54 C80.9%)

40 (75.4%)

Deaf

16(43.2%)

29 (69.0%)

55 (62.2%)

Physica11y hanidCapped (cripp1ed, spastic, C。 P,, poliO)

27 (72.9%)

3s (83.3%)

38

Countr△ es GOnduCt△ on Extens△ on ScOuting

37

42

(7

1.6%)

’°

〔氵

1965

Λs

the chart shows, less than half of the listed nations conducts Scouting for the mentally retardedD the number being much less than the Considerone with SGouting for blind, deaf and physically handicapped。 ing that mentally retarded are most prolific, as stated in thc incidencc, we cou1d bring more mentally retarded chi1dren into Scouting。 Scouting Fits the Menta11y Retarded

A number of cascs have proved that Scouting is usefu1 tO the training °f menta11y retarded children。 It is because Scout Programmes fit menta11y reta∵ ded ChildrOn。 The following three reasOns can be stated: The princip1es of ScOuting conforn to those of 1earning fOr menta11y retarded chi1dren。 That is to say, Scout Programmes based upOn "learning by doing" in active, practica1 and living situations match the Characteristics of 1earning for menta11y retarded chi1dren。 Scouting allows morc room for menta11y retarded chi1drcn tO participate than school education。 school educatiOn revolves on the axis of academic training, which requires a fu11 use of inte11igence, and low-inte11igent children find it difficult to adjust themsc1ves to it。 On the other hand, scouting provides practica1 or real exPericnces in its training with a wide variety of activities such as meetings, serVice actiVities, hiking and camp△ ng, △n whi99・ l ‘ ~~彐

~J ~L:1,~^^ ^on ooc;1ˇ

n9'fiρ

讠nnte

H0NG K0NG‘ DECEMBE晟

】981

lⅡ

厶

TERⅡ AT10Ⅱ L sEM丨

Ⅱ

sCOuT|Ⅱ G Fo R

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PERs0Ⅱ s

^R 0Ⅱ 於 so8/11 ntInued fr° m 廴ine 5 under the he白 ding 卫h0 V宙 1tle 0f s。 0utIng

to change the王 r 皿eη ta1 att王 tude and to grow a new hope in 仁heIr m1nd.

The educat土 onal va王 ψes of Scouting t° men1a1置 y retarded chI1dren are, in princ± p1e∶ not d王 ff0rent fr° m those o￡ noF卩 θl youth。 But, I c日 n g王 Ve you the fo11owing 廴土st a$ characterist土 cs of Scouting sPecifica11y aPp1土 cab】 e to men-o11y retarded chi】 d亡 en, t’

HONG

κ0NG‘

DECEmBER198!

lⅡ

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TERⅡ lT丨 0Ⅱ L sEMlⅡ nR oⅡ scOuTlⅡ G FOR D丨 s⒒ BLE口 PERs0Ⅱ 衬

砬

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△

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S08/11 3)

Sc° ut gr° uPs usually show understanding toward menta11y children。 In any scout group, which faithfu11y, fo11ow

retarded the ScOut Promise and Laws, there is a good ground for be1ieving that menta11y retarded may be easily accepted as nlember。 Certain1y, more faVorab1e re1ationship will come into existence among the sGouts than in schoo1 c1assroom。

The Value of Scouting I often hear from parents and educational exPerts (teachers) that, when their menta11y retarded chi1dren paFticipate in scout activities, they 1ook so different1y vivid。 Through a number of experiences whiGh home and schoo1 cannot provide Scouting Gan work with mentally retarded children。

‘

Consciousness as a Scout motivates them to forn a desirable 1ife attitude and habits including self-re1iance。 2)

Socia1ity promotOs through group activities with new friOnds and cOntacts with leaders。

5)

Behavioral radius is extended and 1ife experience outside home and schoo1 inGreases。

4)

Techniques and ski11s of loisure time actiⅤ itics are 1earned。

0n the Part of parents and schoo1 teachers: 1)

An opPortunity to refl。 ct upon and discern home education and school education 1s proVided。

2)

An 。Pportunity to observe a new situation (° utside home and school 1ife) f° r the understanding of menta11y retarded children is given。

In th, past, the methods of integrating menta11y retarded chi1dren into Here I tackle this question from sGou1'ing underwent Various deviCes。 the viewpoint of partic1pation types。 There are two methods: one is to εCCept mentally retarded children into Scout groups as member and

the otheF is to treat them as guest Or Visitor, regardless of whether they become a Scout in future。

11

Integrating as Member of SCout Groups There are three types of participat△ on by the formation of troOp or patrol。

H0NG

κo"G,DECEmBER1θ 81

丨 Ⅱ TERⅡ

sCOuT 丨 Ⅱ G FOR D丨 s^BLED PERs0Ⅱ s

nT丨 0Ⅱ

S08/12

^L sEMlⅡ ^R 0Ⅱ Fu11 integrati。 n, in which emphas童 s is p1aced upon menta11y retarded ScOuts working together with normal ScOuts。 Nothing is more ideal than to partiGipate as a member of normal Scout grOup, as far as circumstances permit。 For a11 tha℃ a11 menta11y retarded chi1dren cannot take part in this type。 There should bO other types of Participat主 on more desirab1e for some ScOuts because their type and degree of lla⒒ diGap。 ,

Placing a patrol of handicapped Scouts to a normal troop。 This type enab1es handicapped Scouts to live together, and to mix norma1 ScOuts。

Type c : Formation of a Closed troop, by which fu11 attention is directed to handicapped Scouts, faci1itating the smooth running and leadership of the troop, On the other 执and9 it 1acks contacts with normal Scouts。 To cover this defect, it is important to have frequent cOntact with neighbouring norma1 groups。 This type is applicab1e to a troop for more ser△ ous

cases Of handiGap。

Type B and C can best formed by scouts of the same handicap, for example, by on1y mentally retarded boys9 °r by mixing different handicaps intentiona11y, e。 g。 , a mixed group °f b1ind and deaf Scouts。 2)

Integrating as Guest or Visitor

In recent years, we in Japan enthusiastica11y promote the scheme of inviting menta11y retarded chi1dren to Scout gatherings and events on trooP, district and prefectura1 1evel。 As an example of this invitation scheme, I can name "Invitation as Scout For-a-day"9 "InVitation to Scout Caηp", "Invitat主 on to Family Camp", etc。 On these occasions, handicapped children are motivated to join Scouting。

"One of US" movement, in which the Swedish Scout Association provides

handicaPped SG° uts with an opportunity to take Part in Scout Camp, is worth a remarkable notice as one of the tacklings to aim for such effects。

0n the other handD norma1 Scouts shou1d be encouraged to Visit institutions and hostels, for menta11y retarded children, to Play t° gether (e g. recreational activities) and to work together for service aCtivities (e。

g。

making a flower-bed)。

Film Presentation: Scouting Programme for the Menta11y Retarded Children △n

Japan.

S1ide 1

∶ Matsuyama

Slide 2

: Inviting fami1y members with menta11y retarded

- -- -¨ —“¨¨ˉ……¨¨

Group 13 - aggressive aCtivities with ordinary group。 泅剁醛ut) "oNG

κoNG,DECEmBER1981

lⅡ

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TERⅡ nT丨 0Ⅱ S08/13

^R ^L sEMlⅡ :

ea:￡

∶ ∶

VTR

u:::置 :l罗

FOR D丨 s^BLED PERs0Ⅱ s produced by a 10ca1 shobrn a deep interest

uP 7抄

∶

| has h∶ :∶ ;d∶ h:r°

in the SCOuting eXtended t0 the menta11y retarded。

CONCLUSION

1Caps。

retarded

° ”￡=::e:::?n。 ∶:i.??:仃 】昱:h∶ Ι。T∶ ∶:a::ysl磊 In tOday’ s~ c?刂 t∴ ng,1 d ex△ enG 10u⊥ 缶l:d:ltend dmitt苔 d int。 sC° uting but whether we s【 麦 。 己 children sh0uld ng 0f ● ~ , △ ¨ 亠^ˉ ^¨ ’^' ^b;1丬 ”ρn nq "nderstand the mean△ n scouting to such mi1d1y I昱 ts丁 1::° :hi:d∶ :n早 : understand σo beVond farther, the mean△t0 d灬 E二 Bi hether we shou1d go beyond 0mise :to scOut m。 Γ y han-icapped ones。

∶

9△

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rδ

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I∶

n∶

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∶ ∶

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ri :甘 :∶

r∶

:ha∶

I∶

lgn:::u∶

∶ :gt;∶ ;∶

f eduqation for °

;∶

t∶

l::∶ :∶ ItI∶ :∶ Id::e∶

rcher

。∶

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n°

κoNG,0ECEmBER1981

t t°

lⅡ

TERⅡ nTl¤

Ⅱ

S08/APP^L 1

scOuTlⅡ G FOR

口 丨 s^BLED

sEMlⅡ ^R 0Ⅱ

PERs0Ⅱ s

Annex I

MENTAL RETARDATION QUIZ l (From "An Orientation tO Mental Retardation"D Ch∷ arles C。 Thomas, Publiζ herD springfield, I11ino讠 s, U。

s。 A。 )

In the following section, the initˉ al statements are fallacious,

They are

followed by a ζeries of statements are completed c° rrect1y。

thot

Look beloW

each statement foF the Correct response。 Each frame requ1res you to make a wr1tten response after reading the statement。 The correct answer 1s wr1tten on the left side of the page down one row besdie the subsequent statement・

When a qvestion

seems difficult, you may refer to the correct answer column and reread the statement uslng the a∷ pprop∷ rlate reqp° nse

(proper statement) in the statement。

H0NG

κoNG,DECEmBER1θ 81

Ⅱ

L sEM丨 Ⅱ 丨 Ⅱ TERⅡ nT|0Ⅱ 厶 S08/App 2

sGOuT丨 G FOR D丨 s厶 BLED PERs0Ⅱ s Annex l

^R 0Ⅱ Rctardation is a Fonn of卜 1ental Ⅱlncss

clmms tha1 mcntal rc1ardadon

onc ls a

fallacy

fo‘

"I of mcntal ulncss。

pcrson

Ho、 ˇcvcF, thC

gcncr^lly has the mcnhl p° 1cndal that a rctardcd pcrson docs not havc。

⒒找 【 :」 f1evd。 pmc而 cTΙ 掇烈冫 浅1「 汪 i∶

is oftcn delayed and sometimes hcomplc1e。

Mcntal Rc1arda1∶

l

pcrson can

fο

o mcnhlly i】

wcˉ ・

oftcn tl、

on Can Bc C刂 cd

agah1. bu1 dlc了 C arC fe、 v kno、 ˇn thc rctarded。

condiuons 、 Vc can only attcmpt to that cauζ c mcntal retardat∶ on and 1ra1n thc rc・ ”rd。 d to a-juζ t in soc∶ cty。

Mcn1al Rctardation is Ahvays】 nllcH1cd

Λnod、 cr fallacy pcr【,ctua1cd by public a1uttldcs and ccr1ain typcs of rcscarch stud:cs∶ s tha1:η en1a1

rc1ardation is

inhC0ted。

HONG

κoNG,DECEMBER1981

丨 Ⅱ TERⅡ

Ⅱ

sCOuT丨 G FOR D丨 s厶 BLED PERs0Ⅱ s

nT丨 0Ⅱ

SO8/APP 3

^L sEMlⅡ ^R OⅡ n c

⒒aΨ s

c泅

Eˇ

a】

f bo山 thc modlcr md father arc retarded。 厶 °ply a 5⒍ 50 chance dlat thc chnd Ⅵ ll `∶

thcir rctardadon。

η

erc arc many morc causes of mental re1ardh。 由at have no reladonship

1ion, as ye1 unknoim,

to ~ˉ ˉˉ冖ˉˉˉˉˉˉˉ9 than those that do。

TI、

cd cˇrcntally Rc1arclcd shou】 d BcS1criliΞ ‘ Becauso of tho PrcⅥ ou氵 fallacy about peoplc uscd to fec】 Chat d、 c so】 uuon t。 mcntal vas stcrⅡ La刂 on。 rctardat∶ on 、

Yct, it 11as bcen proven tha1 the pr° blcm cannot bc cliΠ lina1ed

s1erⅡ iza1ion

by

。

卜亻 cntal rctarda1ion can occur:n any family rcgardˉ 山c

lcss 。f thc inteVLgcnce and social class of

"0NG

κoNG,DECEmBER1θ 8】

丨 Ⅱ 丁 ERⅡ

Ⅱ

scguT丨 G FOR D丨 s^BLED PERs0Ⅱ s

nT丨 oⅡ

^L sEMl"nR OⅡ Thc Mcn1a11y Rctardcd Arc Dangcro1!$ onc pardcularly prcˇ alent o dla1 thc mentaIly rctardcd arq a mcnacc and shou】 d be kept、 o】 ated in iⅡ dhl1ions, falhcy

oftcn, rc1ardcd pcrsons b△ rc raised in an en诚 ronˉ

mcn1、vhich docs not promotc

soCial

ahd cu】 rural developmen1。

ulus, d】

cy may

gct int°

vitl1 LOublC 、

d、 o

radlcr than

becausc of d、 c∶ r in1cu:gcncc,

en叨 ronmen1

os1as:η any nonη al and gif1cd pcoplc bccomc mcnta1ly rc1ardcd indi、

^l:η cr∶ minals;hcncc

'iduals arc

than n° “Ι Jal pcople。

dangcrous

T】 1c bIcI11a】

ly Rc1ardcd Ca:lno1Lcarn

In most cascs, rcsearch stu山 es sllow that ulc rCtardcd arc la、

from

vˉ

abid:ng cit:zens and can bcncfit 。

Just as、 vith normal childrcn氵 dlc rangc in abⅡ i1y】 cvcls、 ˇ h∶ ch aro varicd and canno1 b0 refC盯 ed to as a to1al gFOup。 IIo、 ˇ cvcr, 1otal cducati° n of ulc rctardcd takes :norc and indiv:dualizcd in5tmc1∶ on “Ia! bccausc u1cy arc s】 o、 ˇcr to lcarn u】 an n。 ‘

chⅡ drcn。

HONG

κ0NG,DECEmBER1981

|Ⅱ

Ⅱ

scOuT丨 G FOR D丨 s^BLED PERs0Ⅱ s

TERⅡ nT丨 0Ⅱ nL sEmlⅡ S08/ApP 5

Thc Ilc1ardcd Bclong in Ins1itutions

^R oⅡ

Educauon and LaImng can bc provided h, day caro programs, spccial cducadon classcs or shc1。 tcrcd、 vorkshops、 ˇid`in d、 e commu“ Ly raLhcr than confining thc rctardcd only to~ˉ ˉˉ_

ins匚 tu1∶ ons

In d`c long mn, i1 Costs rctardcd ind1v∶ dual in an irLstitudon, span, d、 an at homc 、 ˇid、 his famⅡ y。

to kˉ

cep a

for h:s lifc

Rcsearc】 vd1at thc Π、 cntauy rctarded `studics sho、 Icam bctter intellccttIauy and adapt bcttcr soc:a】 ly if dlcy livc at

Υou Can Tcll a Rctarc!ctl Individual by Just Looking at H:m onc of d1o

※ n os1 coΠ 、 Jη on bChCfs is d、 at

arc casⅡ y rccognizablc by

tl、

c

thcir

physical charactcristics。

rctardcd

Ho、 ˇcvcr,:nost re匕 ardcd chⅡ drcn do not 】 ook

drfercnt physically from no“

"a】

any

chⅡ drcn.

only a fc、 ˇ,such as h/【 oNGOLO1Ds, HYDRoˉ CEPHΛ LICs and CRETINs can be casily~ˉ ˉˉˉ by pl、 ysica! charactcristics。

recogozcd

Thc grcatcs1 numbcr of mcntally rc1ardcd :nⅡ al and canno1b。 dividuaIs lo° k no‘ “‘

as bc:ng rctardcd、 y

u】 cir pl、 ysical

makcup,

fden1ricd

"oNG

κoNG,DECEmBER1θ 81

Annex I

S0β /App

Thc Rctardcd Haˇ 。no Fcclhgs

Many pcople凼 o feel山 o1φ cr° tard。 d haˇ 。~_ fcd“ gs and d° n° t rcal跎 c曲 eL d‘ fcrenccs。 H° wcvcr,η ea-y~ˉ ˉˉˉ men1auy re1ardOd arc a、

ˇarc of 0nd oens∶ dˇ o to thc△ dffcrchccs from

odlcr peop】

η1e

Fc” rdcd possρ ss dto。 am0fccl∶ pgs・ necⅡ

desLcs ns al

no‘ "‘

c。

and

pcoplc。

Howevcr,dlc rctarde-∶ -cqausc of th。 ∶ r:ntcllcctoal dffcrρ nccs,may° xprcss th0:r fcd∶ ng亠

nceds and

-es廿 cs:o~ˉ ~~~_~ˉ ˉ Ways灯 o叩 noπlal pcopl0。

H0NG

κoNG,DECEmBER1981

〓

Fˉ

'

一 丨ˉ

丨 Ⅱ TERⅡ

Ⅱ

Ⅱ

lT丨 0Ⅱ

sGOuT丨 G FOR Dls^BLED PERs0Ⅱ s

^L sEM丨 ^R 0Ⅱ Anne× II

sO8/App 7

MENTA1 R宦 TARDATION QV:z 珏

(:;:Tl∶

宫 膏 ° 曷 nc:∷ r丨

:点 ::∶

Illinois。 Upsˇ A。

早

"’

;u:早 i甘 ::llζ :∶ ;l;扌 :;:∶

)

Read the initial statement, whioh

ξ旱 磊p1y:晷

)n早 :。

p早

ei号 p节

e;甘

:∶

sF:景

:帚 :r∶ ;;;e

stat念 ment siF卩

.f1∵

the § eCon0 $tatement, fi11ing s it is n the cor'ect '宫 s0Onse 审 犭 Fea∷ d。 ∷

2。

R白 ad

3。

Ch∷ eCk

the Fesponse w讠 th the corFec} o9e which is WFittθ n in the 1eft n 1he rOw fo】 1Qwing the co1umn 讠 $t¤ tement,

Ⅲ

H0NG KONG,DECEmBER1981

丨 Ⅱ TERⅡ

lT丨 0Ⅱ

⒒ L sEM丨 Ⅱ

Ⅱ

sCOuT丨 G FOR D丨 s^BLED PERs0Ⅱ s AnneX II

s08/App 8

^R OⅡTIhIE ACTIV1mEs LE1sURE It is iInpor1an1 for a re1arded person to :cam to utihze】 1is lcisure thη C in a producdvc and sa1ofyˉ vay。 :ng 、

‘me can bc dcfined as that timc vork vhich :s not spent in organizcd school or 、 、 ac1ivi1:cs。

To l。 arn

to cnjoy

t;rn c,d1c rc1ardcd

mus1 1cam ho、 ˇ to

play。

is a natural par1 of chⅡ

e:suro 】

dhood and

providcs cxpcricnccs for morc mature acHvidcs in latcr lifc。

ρc1ivi“ cs for thc re~ardcd proˇ idc a mcans to cXprcss connicts, tensions and fcars, as

ˇ 、 cll as joys and happincss。 um in、 ˇhich thc rc1ardcd cin tc、 1 11:s abⅡ i1ics and his capaci1y 1o control h:s cnˇ ironmcnt.

It is a:ncd∶

vay in Play aIso proˇ idcs a 、 chⅡ d

can usc h:s

w】 、 id、

a rctardcd

succcssfu】 :y,

IIc may usc 1hcsc

to takc on many

rolcs,such as bc∶ ng d1c fathcr or tcachcr。

abⅡ itics

I:l ~ˉ ˉ ˉˉˉˉˉˉ…ˉˉ9

thc rctardctl ch"d can approacl、

a cl° scncss of contact `vh∶ ch hc n、

to do in 1hc frightcn∶

vorlcl ng 、

:1y not be ablc

of rcality。

Λ rC1ard0d chⅡ d 11as norn1al-asic nccds・ :η any oF vh∶ ch can bc cnrichcd by d、 c dcvclopmcnt of 、 tin】

c act∶iivi1ics,

H0NG

κ0NG,DECEMBER1981

,Fl F0nQt0bscr/3ble undl ltq1Or i沦

to be and fccl

l、

$

:s lifcI hc nccds

and acccptcd parˉ

dc1:laFly by l`is hmily。

!ov它 d

is :ntcllcc111al and soc;al BOcau$c of】 、

〖 im∶ tBdon$

Ho nccds tQ b0 cncouragcd 1θ ,oiP in nlany

∶ t∶ s somcHmcs d∶ f伍 cult

,

foF l)im to i。 in a groul,.

actiˇ ities,

gFoup

ng§ d昼

F￠

c9gniΞ od

includo rccciving ro、 vard alld o11sl、 FGcognidon f。 r llis ach:cvcmcnts, cvcn 刂、 thQy may-o smal1。 1】

∶ s

Tlle也 OvOlopmcn1of lcisurc 1∶ mo acL:W1ics g∶ ves h∶ 执 an oppQrtu耐 ty to bO :9:o nQods an

to holp odlcrs,to fccl

nc° dcd,

u、

了 otnFdod

ch∶ ldren

a了 C gcnCrally

v0 as noJl"al ChiIdLcn, d、 cy nccd to

c

as Crea1∶

nfc

A!tllo1:gh

ο

oppo卩 tun∶ ly

。y aF。 d。 lng so:η cu】 ing ulem了 clvcs,

vay to Thoy ncGd to !c△ rn discip!ino and thc 、 vha1 is cxpcc1qd of tllc:n , 、 fQⅡ Q、 v and、vhoro thcy氵 tand on a cons峦 tcn1bas∶ s、

畲 呐

HONG

κoNG,DECEMBER1981

— ;;— ’

EvCn、 v∶ th his limita刂 ons9、 vbich in many Cas。

;:茗

1uat∶ on蛋 。

蚤 脒撼 〓

s∶

Q口

O 孓!sO ncOds othcF cl、 :ldrcn to h 鑫nd ltavQ conIac1s 、vith ∶n a vaocty ◇f

w∶ 匕

nu

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口Ⅱ

口F

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BLED ¨” PERs0Ⅱ G FOR D丨 s厶… sGOuT丨 Ⅱ Ⅱ¨ Ⅱ……¨…¨ ¨¨¨s Ⅱ TERⅡ nTⅡ …… 丨 ¨¨…¨¨ ∵¨¨…¨¨¨ --ˉ

S08/App

1

^R 0Ⅱ 10^L sEM丨

^:les

AnneX H 0

c dcvclopmcn1 of le‘ urc。 刂mc actiˇ assis1 in mCc1ing thc basic

T】 、

it∶

~~ˉ

~ tt

;

;

曩

es can °f a

rctardcd child。

ˇiu he〗 p thcm gain knoˇ 、

suc11

and

deˇ c!op

mpny sooal s‘

`lcdgc

lls。

vi、 11 dcvcIopmen1 and in1crac1ing 、

activitics odlcr cl刂

】 drcn-cnllanced by such ac刂

in play acov:des can also

Tlle cxcrc∶ sc ga∶ ncd he】

vides。

as well

p dlc rc1ardCd develop

as socially。

physically

acdvldos have to bc taugh1 to tho retardcd in many c“ es。 Frequcntly, d1c rc1ardcd chⅡ d o not irnaginativc

and

P】

thc

parcnts mus1

ay

encourage

and tc0c11

f uscd effccdvcly, can bc

vhat areas 刂、 c ch:ld nceds uscd to d:scoˇ cr in 、 additional 一 cxpcocnces。 acdˇ :dcs

~ d】 c deficit areas,thc~___ˉ tLnO and play acdvides cou1d thcn bo d辶 cc1cd

Λftcr discoverinζ to、

ˇard thc accomplishmen亡 of spccific goals。

T11c first and most important

1o

obscrvcd is that of rnental l、 cald1。

¨ 廴 ¨¨ ¨灬¨¨

H0NG

κoNG,DECEMBER1981

砧

J彡

lⅡ

⒒

厶

TERⅡ nT丨 0Ⅱ L sEMlⅡ R 0Ⅱ sCOuTlⅡ G FOR D丨 s^BLED S08/App 12

PERs0Ⅱ s

Annex 11

cxpress1on

iucs Followˉ dlcˉ lcadcr and chora1ˉ spcaking ac‘ ˇ devclopmcn1。 incrcasc social and

Ianguago

Table、 v。 rk and games hclp to dGˇ clop foc mo1or skills and abiLucs1o fo1lo、 v

山 ecdons

IIand∶ craft

and

sk"ls help encOJage

intcllcc1ual gro`ˇ th。

ˉˉˉˉ~

organizcd gamcs rcquirc Phys:cal and~ˉ

phys:cal

sknl t。

rΓ

f。 llo`v

llc discip】

the rulcs,

∶ nc 】 earned in organizcd

can l)c applicd to5ol、 讠ng odtcr lrc pr。 b】 εms

gamcs

mal and

thc follo、 ˇing gamcs arc cxamplcs of inf°

activitics: p1aying housc, s1orc, doctor。

uη ag:na刂

vc

Pasdng, cutting, making f:gurcs 、 ˇ∶ th Papcr arc ac讠~:vities。

hand:craft

‘ ‘

IDo

、 vl、 at

1 do" is ˉ ~ˉ ˉˉˉˉ

bcncficial

'

Croup rcading and

in

skⅡ

ls。

了 ecitation arc cxa,nplcs of

airncd a1 incrcasin‘ ・

group parJcipation。

choralˉ

spcaking

infomal

s、

vading and fisl、 ing arc v;mΠ “ng, 、

act:v:des。

string:ng bcads and、 ˇorking puzzlcs arc~ˉ ˉˉˉˉˉˉ ac1iviJcs.

tablc、 vork

Fingcr paints, dra、 ving and colo汽 ng are actiˇ it:cs。

hanclicraft

Rlly山 ms,folk dances,and songs arc activitics。

m1:s∶ C

Rclay raccs,tag and traditionaI sports arc cxa:np!cs act∶

vitics。 ∶

H0NG

κoNG,DECEmBER1981

TERⅡ

AT丨 |Ⅱ灬¨¨ ˉ¨咖 ˉ -ˉ ^灬

r”

0Ⅱ

R 0" 厶 L sEMlⅡ 厶

G FOR D|s厶 BLED PERs0Ⅱ s sGOuT丨 Ⅱ

∶ SO9/01

LEADER TRAINING John INGLIS fOr Leadcr Tra△ n△ ng New South Walcs Bran.h Scout Association of Australia

BranCh Comm△

ss△ oner

It is with Very great Pleasure I accepted the kind invitation of the of Hong Kong to ta1k on the subjcct of Leader Training for lcaders working with Extension Scouting。

sc∩ ut Λssociation

I do not intcnd to Present a forma1 paper but rather to present severa1 topics that I feel are imPortantlski11s and precaution that must be known by 1eaders of these efforts are to be happy and successfu1。 1′

hc subjcct I have se1cctcd for your cOnsideration arc: 1.

2. 。。

4.

Lcadcrsl1ip Qua1itiCs 卜Ianpower StrOngtl1s Names 曷 Λtt△ tudes

FOrces that Influence Behaviour

s. SCcking rl sharing 6. Forms of Comnun△ cation 7. Commun1cation Road B1ock3

8. Prob1em Ownership 9. Getting to Know the Boy 10. Dangers 弓 Fears 11. Medication 12. Integration/N° n~integration 13. Attitude tO HandiCapped by Non-handicapped 14. AlternatiVe Tests 1s。 Think before Υou Act 16. Within my Power GOod luck in your work with Extension ScOuting。

H0NG

κoNG,DECEMBER1981

丨 Ⅱ TERⅡ nL sEM丨 0Ⅱ¨ Ⅱ nR oⅡ sc¤ ¨— UT|Ⅱˉ G…0̈ F{ R D丨 s^BLED …ˉ ¨¨… ¨¨ ¨ˉ ˉˉ … ¨ ¨— 一¨ -ˉ nT丨

F¨

PERs0Ⅱ s

LEADERSHIP QUALITIEs

The f⊙ llow∶

ng list sets out some of the important leader qualities

required when work∶ ng with handicaρ ped children: Emotional stability。

Enthusiasm and a sense stam∶

°f hvm° ur。

na and physical energy。

lngenuity, resOurcefulness, creat∶

v:ty and

∶nnovat∶ veness。

Exceptional patience, understanding and tact。 A capac∶ ty f。 r acceρ t;ng 丨imited or slow progress。

A strong commitment to health, physical and recreat∶ onal act∶ v∶ t∶ es as ρart of the total programme。 llingness to experiment or p∶ oneer with new activities, attitudes and approaches。

A w∶

A capaC∶ ty for acceρ ting differences and the ways in which

affection or host∶ lity may be expressed。 10.

A will∶ ngness to carry ovt suCh tasks as feed∶ ng, lifting, toileting, dress∶ ng and handl∶ ng wheelchairs。

The above list ∶s in the order of imρ ortance。 Exper∶ ence has found that "emotional stability" is needed if a leader ∶s to Cope with the many and var∶ ed situations。

Although this list was orig∶ nally written for phys:cally handicapped ch∶ ld ren, a s∶ milar list would apρ ly to Other hand∶ caps。

啻

~ ~¨

~~ˉ

H0NG

κoNG,DECE"BER1981

°utd。 °r

and

svggested rati° s ond it is vp to each indiv;dval lcader to make a decision t° suit the particvlar occas∶ on。 The f° ll° wing of c° rrect a)。

b)。

c)。

d)

e)。

are some areas that shovld be cOnsidered in the vse manpower strength:

丨f ∶nsvfficient leaders aΓ e available, ∶t puts an increased burden on thOse attending and both physically and mentally Ca凵 ses them concern to the degree that they may leave or not w∶ sh to continue helping in the future。

Without suff∶ cient leaders, inadequate attent∶ on w∶ ll be given to the needs of eaCh of the particular persons :nˇ olved in the activity and we all kn° w that sat∶ sfying the necds of these ∶ndividuals ∶s both productive and satisfying。

With the help prov;ded by other leaders or members of the Commun∶ ty, we are given the oρ p° rtun∶ ty to incrcase public awareness of the work that :s be!ng dOne。 The prOblem of safety is always of great cOnCern and with sufficient leaders to properly staff an activity, we eliminate or reduce the risk of accidents。 The use °f helpers has another advantage in that, ∶n many Cases, future potential leaders w:ll come from the ranks 。f those who have helped in the past。

HONG

κ0NG,DECEMBER1981

QJ

helpers to boys :n variOus sitvatiOns for bOth indoOr 3nd

actiˇ ities. lt shou丨 d be understood that the tyρ e of handicap the l° cation of the actiˇ ity can c° nsiderably inflvence the

ⅡⅡ

Q口

.

The attached sheet giˇ es gvidelines tO the ratiO Of leaders and

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撤「 ˉ

MANPOWER STRENGTHS

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TERⅡ lT10Ⅱ

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厂^CUTDO○ R一 ρ⌒ 厂丨 N∷ ⒄

∶:

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〖

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Y○ ∪TH/LEADER

RAT丨 C) 丨N

EXTENs|○ N SC○ ∪TlNG

l

s.MENTAL

唧咖由曲

PHYs|CAL

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slGHT

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MENTAL

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CAMplNG

H0"G Ko"G,DECEmBER1θ

8】

丨 Ⅱ TERⅡ

nT丨

Ⅱ lR 0Ⅱ

0Ⅱ

Ⅱ

sCOuT丨 G FOR

丨 口 s^BLED

PERs0Ⅱ s

NAMEs / ATTITUDES

sEM丨 THE ^L CH0lCE OF NAⅡ Es Is IMPORTANT DEsERTED DEPRIVED DlsAB1ED DIsADVANTAGED HANDlCAPPED HELPLEss lNCA∷ PABLE :NCAPAClTATED R∈ TARDED UNDERˉ PRIV丨 LEGED The use of

∶nco∷ rrect

∷

name can do Cons∶ -erab丨 e dam° ge and cause Ⅱ

the indiv∶ dual and community to create

8芑

rriers"。

Why d° we categor:se s° me °f °ur youth w:th names l∶ ke: A∷

VTIsT:C

DOWNs sΥ NDROME

DEAF ε DUMB EPILEPTJC PARAPLEGlC QVADRAPLEGlC sPAsT丨 C

HONG0LOID How∷ does

the use of names helρ vs to work With the youth of

￠ommuⅡ :ty?

°ur

Att⒈ 酬 es and act∶ ons s:m∶ lor to t扣 e f° l:ow;ng, w:!∶ bett∷ or u∷ n∷ derstand;ng。

lead0∶ F

’ 1

par亡 :c:oot:° n∶ 。hd 食CC0ptan￠ e

ond -he yovth we are wor∷ k:ng w:t贽 钅

:ead to a both by the

NORMALIsATlON tHROUGH∷ 丨 NV∷ OLVEHENT GU∶

DED NOR∷ MAL∶

sATION

BREAκ 0OWN THε 0ARRIERs ENR∶ CH THE丨 R

L:VEs

PREsERVE THEIR DlGNlTΥ

・

ACTIONs sPEAκ LOVDER THAN WORDs H0NG

κo"G,DECEmBER1981

!Ⅱ TERⅡ nT丨 oⅡ

nL sEMlⅡn卩

BLED PEⅡ s口

FORCEs INFLuE"Cl"G BEH且 VIOUR AN!NDlVlDUA11s BEHAV!0UR ls!NFLUENCED BΥ

H|s

NEEDs, WH!CH VΛ RΥ FR0M PERsON TO PERsON ΛND FROM IlME IO IlME。

THE WAΥ A PERsON BEHΛ VEs DEPENDs ON BOTH THE

PERsON AND"ls ENV丨 RONMENT。 EACH lNDlVlDU^1BEHAVEs lN WAΥ s WHlCH MAκ E sENsE TO Hl^△

ON OF A slTUATlON ^N lND!V!DUAL,s PERCEPT丨 !NF1VENCEs Hls BEHAVlOUR!N THAT slTUAT!ON。 VlDUAL・

sV!EW OF H!MsELF lNF1VENCEs

^N!ND∶ WH^T HE DOEs。

A丨

丨

"o"G

κoNG‘

DECEmBER1981

BLED P

sEΕ

shapart蜘

AND sHARING

s

n

a

m

e

ateinun:t:e

uˉ

一

es

a

lˉ

I

⑴ ⒁ M ≡ ・

d

n.d

l

a

wo Very :mportant experiences that we 。 Leaders shou】 d f° ster pract:cal s f° r these t° take place in a scoutIs

seek:nq 。 to understand myself

。叩 u“ hers ∷ :?::静 卩

ˉ

thoughts

1

袢

eXchanging) - feel:ngs

ˉ to leoⅡn

problems

。

to help others learn

att:tudes

ˉ

to Communicate

responsib∶ lity

- to reflect ˉa 。

goal

ˉ a solut∶

dreams m∶

a brldge on

stakes

exρ er∶

ences

likes

ε disl∶

—

a

ˉ

contentment

values

。

pathways

d∶

ˇIewpoInt

kes

time

sappointment

ˉ s° lut∶ 。ns

ˇ∶ ctory (aCh∶ evements)

ˉ

acceptance

support (a Crutch)

。

a fa:th

br∶

ˉ

a frlend

dges

Remember, the aboˇ e does not °nly apply to sCouts, leader to leader s:tuat∶ ons w:丨 I be very worthwhile, Who knows, you may f:nd that seek:ng ond sharlng :s ˇery enJoyaole。

匕”

Ⅷ— ¨

E〓

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ngh°

k

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e丶

・

⑾ p 蚓 ls

α ˇ I Ⅺ 一 a e

s

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Ⅱ

sGOuT丨 G FOR D|s厶

R〓

・〓 _ ≡ Ⅱ ˉ

"〓

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≡ ˉ

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Ⅲ 〓 ≡

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r二

丶Ⅱ 口

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li fe。

0Ⅱ

H0NG

κ0NG,DECEmBER1981

厶 T|0Ⅱ L sEMlⅡ 厶 R 0Ⅱ sCOuT|Ⅱ G FOR 口 丨 PERs0Ⅱ s厶 BLED s ¨ ∵ ¨ ¨厶 ¨… ¨¨ ¨ ¨¨ … ¨灬 ∵ ⒈ ∵¨ˉ ∵∵ ∶ 茄,iii∶ i{i。 氵 品泳、∶∶ I "TERⅡ sTROκ Es:

ng other ρeoρ 丨e know you are there :s ˇery lmportant 。nd 丨 ng "strokes" comm凵 niCates your presenGe :n many sorts of ways:

Lett丨 gIˇ

。

θ sm!le

。

to be t∶ Ckled

。

o ρa- on the back

ˉ

to be s凵 u0g

・

o whIstle

。

。

o ˇoIcθ

口

to be played w∶ th

・

θ touCh

ˉ

o hand on V° ur sh° uIder

・

to be held

口

a hondshake

口

to be bathed

ˉ

to sit down beside them

to be ta!ked to

The Very -est strokes are ones that vou d。 n|t have to oorn b凵 t may come from s° me person who, y° 口fθ eli ∶ s very Imρ °rton0 t° V° u, strokes that are sol丨 c丨 ted。 such as 。 small chIld saγ ing to his fothθ r: "do you l丨 ke me" or 。 scout sayIng to hIs leader: "am I do!ng o go° d Job" θre n° e as the fother now "here as feels effect:ˇ ond ogoIn sθ yIng to thθ ch丨 l- noer how he obout h:s son or o c-,ˇ ∶ tv ρ r tFs- he t f0r o P。 rt;cu!ar 。 loodθ r comρ l:mentlng a sc° 凵 hog Corr丨 θd out, For eθ ch of us to usθ "strokes" effect;ˇ

ˉ

What Is a stroke?

ˉ

Why strokes θre noedod?

。

Tho klnd of strokes thoro or●

・ 。

・

I!Frθ o strokθ

"。

oIv, "e need to understand:

,

∷

strokes that are eθ rned,

u:cmθ If we giˇ e :∞ 阳 ny strokes?

Thθ °

丨 Ⅱ TERⅡ

nT丨

Ⅱ

sCOuT丨 G FOR D丨 snBLED PERs0Ⅱ s

0Ⅱ

^L sEMlⅡ ^R 0Ⅱ COMMUNICATION ROAD BLOCKs

Effective communication can be blocked or reduced if we are not careful in how wetalk or act。 丨 n many cases we aot Or talk w∶ thout listen∶ ng first!

L∶

sten∶

ng to scouts talk and observ∶ ng their activities before we

ourselves become to commVniCati° n。

∶nv°

lved, would help us to avoid "Road BlocksⅡ

Remembe r, :t ∶s not only h。 w we as leaders see the situat∶ on, bvt more imρ ortontly how the scout sees the sitvation。 TWELVE ROAD BLOCκ 1.

0rder∶ ng, dictat∶

2.

Wa rn∶

3.

s

ng, commanding

ng, threaten∶ ng, promis∶ ng

1.

"oralising, preaCh:ng, shoulds and aughts Adv∶ s∶ ng, g∶ v∶ ng solu1ions, suggest∶ ons

5.

Teach∶

6.

Judging, cr∶

7.

praIslng, agreeIng

8.

Name Call:ng, labell∶ ng, stereotyping

9.

lnterpret∶ ng and analysing

10.

Reˉ assur∶

11.

P robing, quest∶ oning, ∶nterrogating

12.

Withdrawing, distracting, sarcasm, humouring and diverting

ng, lecturing, guiding, log:cal argvments t∶

Cis∶ ng,

disqualifying, blaming

ng, sympathis∶ ng, consoling, supporting (me too)

The effect of the above "Road BloCk" depends on "you" the "boy" and the "envirOnment", so cons:der the list of "Road Blocks" next time yov wlsh to CommunIcate。

H0NG

κoNG,DECEMBER1981

丨 Ⅱ TER"lT10Ⅱ

Ⅱ

scOuT丨 G FOR D丨 slBLE口 PERs0Ⅱ s

^L sEMlⅡ ^RPROBLEM 0Ⅱ 0WNERsH∶

P

HIotory conflrmg thot ρFoblomg havo always ●x∶ sted between people 0r gr0凵 ps °f ρθoρ lθ , The work oF pθ rents, leaders ond c° unsel丨 orsD to mθ nt丨 on o fθ w, hog 。lwQVg b。 0n to r● duce or g。 lˇ e ρroblem g丨

tuot丨

Ons,

丨n oomo cos● s, "0 r● co臼 nIg。 probloms ln, or w丨 th, oth● r people wh!ch orθ not known to thom, ButD 丨n general, we e× ρerIence o丨 tuo tIon・ whoro tho prob!● m ls cousIng th● owner °F pr° blem some GonCo rn,

ng Ig o l!st oF ldeag that can !dentIfy when a person

Thθ follow丨 hθ g

o probl臼 m 0nd, 丨 n fθ ct, h。 or ghe has acceρ ted theIr ownersh∶ p of thθ ρroblem:

EHOTlONA1 BREAκ DOWN BRε Aκ s EVε

CONTACT

AVOlDs JOB PROBLE" G0Es QU丨 Et/N0丨 sV Vε

RBAL AGGREss|ON

AC丨

TATE0

sTA"Ps FEET 00Es RE0'WH!TE WALκ s

0UT

ABsENTEE D丨

s^0REε s C0NT丨

NUA11V

sTUTTERs FAClAL TENs丨 0N 1ACκ

OF CONCENTRATlON

DR|Nκ s

T00 "UCH

qvA11Tv °F wORκ CHANGEs 00sslPs ABOUT PROθ LE" HONG

κoNG,DECEmBER1981

丨 Ⅱ TERⅡ 厶 Ls:ⅣⅡ 0Ⅱ 厶 Ⅱ QⅡ ‘ T丨 ¨ˉ ^¨ ¨

¨ ^ˉ ￠

ˉˉ¨ ˇ

s￡ 0刂 T|Ⅱ G

FOR

口 丨日 LE口 s厶

PERsoⅡ s

;

GETT1NG ^R¨ TO

κNOW

THE BOΥ

For us to sucCeed in °vr work ∶n help∶ ng the handicapped, ∶t is We must understand the s∶ m∶ lar to working with any youth grovp。 needs and character:stics that make vp each boy。 Remember, every boy is different and we need to kn° w the comb∶ nation of factors that will allow us to commun∶ Cate effectively with each of these boys。

There

∶s

no one answer to the qvestion as each boy ls like a JIgˉ

saw puzz丨 e, and unless we put all the p∶ eces t° gether, we do not

get a clear p:cture of the s∶ tuat∶ on and therefore reduce our effectiˇ eness through laCk of information。 n

ο

n

d

aハ

y

°

D

the blank Jigsaw puzzle below, f∶ ll in as many of the needs cha racter∶ st∶ cs that y° u consider may helρ you to know the a l∶

ttle better。

DECEmBER1981

DANGER/FEAR

∶。 吊丨 ∶ ∶ ∶ ∶ ∶∶ ∶ ∶ ∶ ∶ ∶ 甘∶ ∶ ∶ ∶ ∶ ∶ ∶ ∶ ∶ ∶ ∶ ∶ ∶ ∶∶ nIe;∶

|::e∶

{∶

rience

a;∶

n;n。 :a∶ :rtⅠ ::st;∶

::∶ h∶ v∶ ;i∶ w∶ :丨 l∶ children have a fear for both the cau5ed by an experience that they have had in earlier l∶ c;:∶ e:l:∶

gi:∶

aI晷

n:° i∶

:p}∶ u∶

:9Ith∶

:∶

fe。

:l∶

:∶

!l∶ :me :【 hand∶ capped peOple knOw the danger dent。 lt ∶s c° ˉordination and are vneble t° 甲ove t。 avo;d an acc∶ s吊 a;∶ ’ very hard to list dangers and fear∶ :∶ rs: g∶ ∶ ∶ :ya:∶ d∶ ∶ ∶ ∶I they oˇ erlap。 The following ∶s a y∶ 早:∶ 丨

FEAR

DANGER

F∶ re Wate r

Fire Water (sw∶ mm∶ ng) F;rew0rks Electr:city snakes M° v∶ ng machinery Nolse

Dark Animals Getting lost Falling (heights) Pe° ρle

(strange rs)

)ANGER Can be from: a)。

Lack °f

comρ rehension, e.g., fi reworks。

eCtricity。

b)。

N° sense of danger, e。

c)。

Po° r m° tor sk∶ lls, e。 g., riding a bike。

d)。

NeW envir° nment, e。

g。

g。

, e丨

, getting lost。

FEAR can be from: a)。

Past exρ er∶ ence, e。 g。 , noise from fireworks.

b)。

Tales they have been told, e。

c)。

Lack °f security, e。

d)。

g。

g。

, oneˉ man

lncorreCt comprehension of a

s∶

, someone getting drowned。 canoe in a large tvation, e。

g。

, a

lake。

stranger

talking to them。 e)。

The unknown, e。

g。

, the dark。

H0NG

κ0NG.DECE"BER1981

丨 Ⅱ TERⅡ

nT丨

Ⅱ

sC口 uT丨 G FoⅡ

0"lL sEMlⅡ

0^"0‘ R/Fε

^R ^R (C0"t|"uED)氵

D丨

s^BLED PERsOⅡ s

0Ⅱ

10A0ε Rss

°° 凵∶ Ⅰ ∶ ∶ ∶ :: ∶ 。 ::yt:I;:∶ 丨 o or Iock of ouρ port d00 to foor, Port of our programmo

;:∶ ::∶ :ρ ::∶ g∶

oItuot:c9冖

:∶

:

::I∶ ::。

:∶

}t:。 :∶ :丫

:∶

th°

,|oo",ng m臼 0t b0 to flnd "oyo to Improv● tho gk丨 lls of tho ch丨 ldren we oro "ork丨 ng "I:h o"d to oll臼 V th● :r ￠oorg bv slow!v 丨ntroduC丨 ng ˇ0rI0凵 0 0丨 tuot!ono I" ・vch o "ov thot th0y go丨 n conf丨 donco ●nough to bo !nˇ olvod, I" oomo oog● s, ρrogr臼 0s WllI bo olow o。 d If "。 try to push too hard

we m¤ y eVe" rgˇ ert back to θ c° nditlon "orse than 了o θch丨 eˇ e the best resuIts, leaders must startgd。

fol!ow:"g ottr:bVtes to aCh:eˇ e suCCess: ・ a9。 The abIIIty to c° mmun:c臼 te。 b9J

G)。

at the point we haˇ e some of the

The abfIIty to contro丨 or chθ nge the enˇ 丨ronment so that the ch:ld feels secure。 To make the cha丨 lenge of workIng with such th∶ ngs as f∶ re, water θnd 白nimals, a worthwhlle experience that can be achfeved through improˇ ed sk∶ lls an- awareness,

HONG

κ0NG,DECEmBER1θ 81

R gN 厶 L sE则 丨 Ⅱ TERNAT丨 0Ⅱ 厶 llⅡ

sGOuT|N$ Fθ R

D丨 s厶 BLEa

P[Rso搬 s

DANGER

H0NG

κ0NG,DEGEmBER198】

|Ⅱ

TERⅡ AT|θ

sCOuT|Ⅱ G FOR D丨 s厶 BLED

爿 羽

R 0Ⅱ 厶 厶 L sEM丨 Ⅱ Ⅱ

PERsGNs

FEAR

丨 Ⅱ TERⅡ nL sEMlⅡ ” ¨¨¨ ¨ … 0Ⅱ ¨ˉ ¨¨¨ …ˇ ˉ …

Ⅱ

sCOuT丨¨¨ G FOR D丨 snBLED ¨ Ⅰ ∶ ∵ F△ ;ˉ ∵Γ丁∵⒈ MEDICATION

Γ

^T丨BlLITΥ REsPONs丨

^R OF LEADERs:

PERs0Ⅱ s

0Ⅱ

To respect the pr;ˇ acy of each individual in regard to the∶ medical problem and medicat∶ On reqvirements。

r

’‘

To ask parents or the lnst∶ tution fOr suff∶ cient information t° adeqvately deal with medication s∶ tuations。 To have a s∶ gned Camp Permission f° rm suρ plied f° r leav∶ ng home。

奸

To know the boy and h∶ s

ρarticular

needs and

ρroblems。

5

To know the neaΓ est medica丨 helρ such as hosρ ital, teleρ hone numbers etc。 REsPONs丨 BlLlTY 0F PARENTs (OR lNsT丨 TUT丨 ON):

To supply the leader with sufficient deta∶ ls medICation, dOsage, tImes, etc。 2.

∶n

writing of

cate the possible reactions where medication is not ng satisfactorily and suggest ρroρ Osed method Or proCedure tO follow ∶n the case of adverse reactions。

To ind∶ work∶

To have provided and s∶ gned the appropr∶ ate permission form。 IN CAMP:

3.

The leader runn∶ ng the camp has the overall responsibil∶ ty of the people but,f。 r them to do their J° b adeqUately, ;t may require them (∶ n the cases of large camps), to app° :nt a responsible person to ∶ook after med:catiOn。 2.

cat:on is t° be conta∶ ned in a safe area, l° cked up and away so that under no c∶ rcvmstanCes can other ρeoρ le obta:n access to this medicat∶ on。

Med∶

’氵

Medication timetable may need to be set out ∶n the Case of large camps with the people, the dosage,and the t∶ mes to be adm:nIstered。

臼。

ρerson act∶ ng on behalf of the leader must know the alternat∶ ve act∶ on requ∶ red in the case of med:cat∶ on not lt m:ght ρerf° rm∶ ng or ma:nta:n∶ ng the balance ∶ntended。

The

also be necessary for th∶ s assistant to have suff∶ c:ent h∶ story of each case, but again, the person looking after med∶ cat∶ on must resρ ect the pr;vacy of each ind∶ vidua! and penly abovt the∶ r ρ 。 robIems or med;cat∶ on。 GENERAr:t talk

The ρrOper use of the prescribed medication and the eff∶ c:ency :n which it :s admin;stered, will go a long way to having a successful camρ °r ∵here is nothing worse than ρeople with such comρ laints as act∶ vity。 ' f Eρ ilepsy or Diabetes suffer∶ ng a reaCti0n due to laCk of medication: The resρ Rsibility f medicati° n is art f the camρ r° gramT∶ nd∶ m∶ l∶ and all caη ρs and activities should cons:der th∶ s bas∶ c and l∶ —…… …-¨ -… ¨ ¨ˉ¨ˇˉˉˉ ¨ …¨¨… …”l絮Ⅺ :苜;P、

° °

ρ°

ρ

诋

jˉ

诂蕊硫

⒎

:击

蒜 iW\y哕 ^

lⅡ

TERⅡ lT"

厶 L sEM丨 Ⅱ Ⅱ --

Ⅱ

s PERs0Ⅱ sGOuT丨¨ˉ ¨ ¨G枷 FOR D丨 s^BLED ˉ¨¨”ˉ¨砷 ¨¨ ¨ ˉ η

G0ING ON A COMBINED ACT1VITΥ

^R 0Ⅱ

!l

INTEGRATI0N / NON-INTEGRATION??

Y° ur

out∶

no rmal’ group for an grouρ has been invited to jo∶ n with a ’

ng of aCtivity:

a)。

Nome some venues suitable for this combined aGtivity。

b)。

Name some aCt∶ vities suitable f° r both groups (combined activ∶ ty)。

c)。

Cons∶ der factors which will affect your planning of the exped∶

tion, especially:

i)。

To wh⊙ m are you responsi⒖ le for the welfare?

Parents/lnstitution?

ii)。

Permiss∶ on to go on outingˉ

∶

Transρ Ort。

wr∶

tten/0ral。

")。 iv)。

Helpers, ratIo of adults to boys。 Pa rents/other scouters。

v)。

L∶

mits resulting from boys’

l。

2.

oWn handicaps:

Mechanical a;ds

Nearness to hosρ ital/first aid

awareness of surrovndings (too many ζt∶ mul:i could be detr:mental) 1. Med;cation 3.

】 h∽

B° ys

vi)。

Any t∶ me limit imposed?

ˇ:i)。

normal・ g roup what is the attitude of the other ’ towards yovr boys?

viii)。

How can you engender a positive attitude?

ix)。

What attribvtes do your boys have Which could be beneficial to both groups?

WoVld you preρ are yo凵 r -oys for the outing?

x)。

H° w

xi)。

How w° uld you followˉ vp the out∶ ng?

PLAN AHEAD

ˉ

TRY TO COVER ALL POssIBLE CONTlNGENClEs HONG

κ0NG,DECE"BER1θ 81

lⅡ

Ⅱ

sCOuT丨 G FOR D丨 s^BLED PERsOⅡ s

TERⅡ nT丨 0Ⅱ

^L sEMlⅡ ^R 0Ⅱ

NO pAREN

COMM丨 TTEE

REsTR丨 CTED

TN \丶

○

HO∪ Rs ''

//丨

丨

spEClAL

丨 NsTlTUT凼

○R

sCH○ OL

NON-lNTEGRATlON

H0NG

κ0NG‘

DECEmBEn198】

丨 Ⅱ TERⅡ AT|0Ⅱ

Ⅱ

sC0刂 T丨 G FOR D|s^BLED PERs0Ⅱ s

ATTITUDE TO THE HANDICAPPED BY NON亠 HANDICAPPED

^L sEM丨 "^R 0Ⅱ

one of the problems con r° nt:ng Leaders involved with Handicapped scouts relates to the att:tvde of the nonˉ handicapped (both the gnorance, 丨 general public and ;n scOuting) to the handiCaρ ped。 lack of understanding, fear of the unknOwn, all c° ntribvte tO this attitude and a policy oF public education to change these att∶ tudes 丨t ;s important to remember that w⊙ u丨 d appear to be aρ propriate. ped do not COnsider themselves to be handicapped and the handicaρ we sh° uld endeavour to ρersuade the nonˉ hand∶ caρ ped tO acceρ t this ρoint

of view。

some of the common attitudes of the nonˉ hand∶ capped are l∶ sted below, together with svggcstions whereby they may be changed。

旦 景 、 属ξ ￡ ∶ 。÷ ∶ ∶ 专忐 石 早 ξ旱 号⊥ ya∶

b°

-ξ

:景

f∶

:i∶

:钅

h::

ll:∶

el∶

eξ

;l∶ : l∶ :w;ζ d:∶

:∶

the cause and affect Of the disabil∶ ty and may be oˇ ercome by educat∶ on and ρubl∶ c∶ ty。 Teach the non-hand∶ capped how to behave in the prescncO of the hand∶ capped。 Fear of the unknown ˉ(mostly evident in adults) may be overcome by educat∶ on, exposure to training and assOc∶ ation with the handicapped。

|gnorancq

ˉ

Educate to accept the handicapped

pe rson1s att∶ tude

of being not hand∶ capped。

- Provide details of the cause and

effect

°f

the

handicap。

- Educate bOth the public and the Movement to remove the stigma assOciated ˇ`ith a handicap。 Pity ˉ remove through personal education and change to compass∶

on。

PhysiCal aρ ρearance of the hand∶ caρ ˉ endeavour to preˉ educate Provide Constant check bef° re introducti♂ n to the handicapped。

by Leader (or P。 L。 ) on appearance, dress etc。 , of the handicapped。 Encourage mutual a∶ d。

居 ξ 逞 茫

en:::∶ ∶ 古 ∶ 丨 :: general kPowledge。 许∶ ζ 备 犁 胃晷 ∶ the capabilit∶ es of the ∶ 。 le of "best effort"。 Vnderstand

1f蛘lJ⒈ I⒊

+蚤

1∶

Tp[∶

古 虍 handiCapped and apPly princiρ bI。

f圪 f|;帚 ::景

c∶

:a[∶ :t∶ a∶ ::c∶ :∶

:∶ :p∶

d;∶

}・

and develop attitudes of parents, Leaders and peers。 Ensure that appropr∶ ate d∶ scipl∶ ne is ma∶ ntained。 AVo∶ d overprotection。

— 一 〓

〓

一

;辶

Find a way to helρ parents to discuss theIr child1s handiCap nonˉ adm∶ ssion of hand∶ caρ " does not help anyone。 th others;∶ ‘

w∶

HONG

κ0NG,DECE"BER198】

丨

nT丨

Ⅱ

sGOuT丨 G FOR D丨 s^BLED PERsOⅡ s

0"^L sEMlⅡ ^R 0Ⅱ

"TERⅡ Imρ ot:onco 0〖

ond frustrat;on o deve!oρ underst。 nd:ng, selfˉ 10ioline and 。sehse 0f hum。 ur口

ln do¤

l丨

冂g

w:th the hand;capped and assoc∶ ated nonˉ handICapped,

use C O H"ON sENsE。

HONG

κ0NG,DECEmBER1981

|Ⅱ

厶

TERⅡ ATlOⅡ L sEⅣ l丨

g屣 N sCO刂 T|Ⅱ G 『 Ⅱ θ

^R

D|s血 BLE¤ PERs8Ⅲ

ALTERNATIVE TESTs

lf the normal test ∶s qu∶ te beyond the sCope of a boy, a corresˉ lt may be necessary nding alternat;ve test should be substituted。 Do to adoρ t the alternat∶ ve test ∶tself to su∶ t a part:Cular boy。 not ever make a test too easy。 These boys, Just as any boy, expeCt tO extend themselves within the l∶ mits of their disab∶ l∶ ties。 Every test and every activity must ρresent a challenge to the ind∶ vidual boy, aCcord∶ ng to his degree of handicaρ 。 His sense Of achieˇ ement

p°

deρ ends

On this。

"These Ovr

8rothe rs ˉ A Guide to scouting with the Handicapped。 " Boy scouts W° rld 8ureau。

The guidelines g∶ ven below should be cons∶ dered when des∶ gning alternat∶ ve tests for h3ndicaρ ρed scouts。 κnow

2.

Consult the teacher/medical t°

3.

1.

your boy

ˉ h∶ s Caρ ab∶

1.

l

ities and limitations。 adv∶

ser regarding standards

be exρ eCted。

Be fle× ible ˉadaρ t to thO bOyIs capabil∶

t∶

es。

Demand the boy1s best effort - effOrt is as important as achieˇ ement。

level where

ρoss:ble。

5.

Test at norma】

6.

Aim to develoρ interest。

7.

κeeρ the f∶ rst test relat:vely ∶ncrease the standard。

8.

The test, onCe

9.

Where aρ propr:ate, test the boy soon after teach:ng h:m。

10.

EnCourage the

ρassed,

ρarents

easy,

should offer a

。nd

progress∶ vely

sense of achieˇ ement。

to f° ster :nterest by the boy

∶n

h;s

test。

1^¨ ”~

11.

Remember that B-P said, 1‘ 丨f it isn’ t fun,

12.

Use your Common sense, and develoρ your sense of humour。

∶t

H0Nα

isn:t scouting"。

【0NG

o￡ CEMBER刊 98乓

撼

丨 Ⅱ TERⅡ

nT丨

0Ⅱ

Ⅱ 厶 R 0" THINκ

sCOuT|Ⅱ G FOR D|s且 BLED PERs0Ⅱ s

BEFORE

ΥOU

ACT

^L dosEM丨 Hany of vs not take enough t∶ me to consider the approach we are goin9 to make when v∶ s∶ t∶ ng ch∶ ld or adolesGent grouρ s and this ∶s particularly important where the hand∶ capped Ch:ldren There are many ways In wh∶ ch we Can apρ roaCh are concerned。 this situat∶ on, but through lack of thovght sOmet∶ mes, we do a lot of damage。 I would l∶ ke to l∶ st below here f∶ ve of the m° re well kn。 wn approaches, and some comment on them ∶n the hope that We can avoid these ∶n the future。 ’ lzool’ Apρ roach:

This :s where the ˇ∶s∶ tors come to see a hand∶ caρ ped group and stand outs:de the w∶ ndows。 ln some Cases, scout halls (because 。f juven∶ le deI:nquent pr。 blems "∶ th∶ n the area) haˇ e had to bar or put grills on the∶ r windows and doors。 This has a decided disadvantage in that, either the children see the aduIts Iook:ng through the bars, or the ch∶ ldren rvsh to the w∶ ndows and look out to see the advlts who have been observ∶ ng them。 !f you are com∶ ng to see the children, mi× with them。 Do n° t stand on the outs∶ de。 "F∶

sh bowl"Approach:

This ∶s a sim∶ 丨ar s∶ tuat∶ 。n where Children feel they are ∶n a room with glass windows and peoρ 丨e peer∶ ng in l∶ ke one would do ∶n a fish bowl。 The chiIdren ∶ns∶ deD like the f:sh, can・ t get ovt but keeP running ar。 und look;ng out °f d∶ fferent w:ndows and see∶ ng d∶ fferent faces °n the outs∶ de。 To° muCh of th:s g:ˇ es mpression that everything they are do∶ ng :s be∶ ng the ch∶ ld the ∶ watched。

The "Haqnify∶ ng" or "sherlock HoImes" Aρ DoraCh:

Do not obserˇ e ch∶ ldren and be cr:t∶ cal of what they are do∶ ng。 stay w∶ th them f。 r awh:le w:thout gett∶ ng too :nvolved and watch and listen to what :s happen∶ ng。 Remember what they are do:ng maV make sense to them, and when you put :t under a magn∶ fy∶ ng glass, it is so easy to be cr;t∶ cal。 丫our standards may not be su:tab∶ e for the part∶ cular situati° n。 The O1Poohbah Line。 u`‘

:

, don|t have all the t。 p brass stand:ng along de of the hall ta:k:ng to each other and observ∶ ng。 F∶ rst!vD don1t have too many adults at any 。ne t∶ me unless the ch:ldren D° n・ t keep in groups, with collaborat:on already know some of them。 nvolved W∶ th the group as poss:ble w∶ th the leader; try and get as ∶ Wait t:ll after the ch∶ !dren have gone and not talk about them。 home or yov meet at another t∶ me to d∶ scuss。 In factD before go∶ ng to meet the chIldren, talk about what are go∶ ng to observe: what you are hoF

When

ˇ∶s:t∶ ng a grouρ

one s∶

lⅡ

Ⅱ G FOR D丨 s^BLED

TERⅡ nT|0Ⅱ

PERsOⅡ s

(ThQ "Poohboh uρ ^R ^L 11ne。 sEMlⅡ cont!nued): O" sCOuT丨 。,,ˇ

I§

丨t,

then

γ°u do n° t hθ ve

to dIscuss during the meeting why why

y0凵 IFθ there。

"shutter口 b㈨ hρ lo丨 tatIon": Th丨 s ls partlc凵 l日 Fly Imρ °rtant with handicapρ ed children。 Firstly many parent§ are reluctant to have their ch∶ ldren photograρ hed。 The chIldFen olso get o b∶ t sIck and tIred of shutterbugs and flashb凵 !bs g。 Ing at every time they do something。 They feel they‘ re

If yov want ρhotographs like bθ ck 丨n the flshbowl beIng observed。 of chIldren, make sure youIve got the environment right for the particular inc∶ dent or skill that you wish to photograρ h。 Haˇ e someone there w;th a polaroid Camera 。nd give ch∶ ldren photographs of themselves to keeρ 。 ln fact, get them involˇ ed in tak∶ ng the d camera as an actiˇ ity。 This takes ρhotograρ hs w∶ th the ρolar° ∶ away the s∶ gnificance of the ph° t° graphy work that ∶s go∶ ng on。 Remember you may need parents: or ∶nstitut:on:s aρ pr。 ˇal for photographs to be taken。 General:

As you can see from many of the above approaches, ∶t would be easy to fall into the trap of d° :ng these th∶ ngs。 F° r :nstanCe, when try:ng to organise a P。 R。 v:s∶ t by thO local c° mmun:ty grouρ s, what you‘ re hop∶ ng to do in P。 R。 may be null∶ f:ed by the result of what effect ∶t has on the ch∶ ldren。 In fact, ∶n f:lm∶ ng, most ch∶ ldren would l∶ ke to act and that a mov∶ e film being taken by them 。f themˉ selves ∶s a very woΓ thwh:le act∶ vity and can be shoWn to them at a later date。 lf sh。 wing them f:lms of 。ther children, make sure that the degree of skill or ab∶ l∶ ty of the other children :s not s:gn∶ f:ˉ Cantly better than the∶ r own。 Giˇ e them someth∶ ng ∶n the form of a goa! to achieve but don’ t make it beyond the∶ r w∶ ldest dre臼 ms as th:s w:ll only d∶ scourage them。

H0NG

κoNG,DECEmBER1θ 81

丨 Ⅱ TERⅡ 且0Ⅱ

Ⅱ 且 R 0Ⅱ

T丨

Ⅱ

sCOUT丨 G FOR D丨 s厶 BLED PERs0Ⅱ s

^L sEM丨

嘁甘 槲鹏硼辍襟鹦 j∶

;∶ :丨

A∩ d 1he w0fld

l1:eaIs of b‘ othefhood, g° °dwjⅡ , and k丨 ∩doess w oV|d haˇ θ beon d"leren1

A hvmble C"izen "ko myse" m igh: haˇ e beθ n thθ org8nIsef oI in whiCh a Rvssi8n boy Ca"ed Joo fnigh! haˇ e IⅡ arned lho leε sons of demoCr8"C Coˉ oρ era"on

a scovl Tfooρ

These me∩ wovId neˇ of haˇ θ known tha1 they had aˇ θrtθ d tragedy, yel actua"y thoy wovId haˇ θ beon am° og "le

w0r丨 d

mostimρ °

`:aot men who eˇ

θr刂

iˇ

θd

aro boys Thoy 8ro thθ makθ rs o! histofy, lhθ ^" abovt m°ηo``0W, lI ∶CIin haˇ θ somo ρa`∶ in gvIdiog them bu"ders of to彳 vρ

high road of n° blc ch8raC1e`

the t`a" oI scovting, on to thθ

ar,d constrvc"ˇ e Ci:izonshiρ : may ρroˇ e lo be thθ m° sl imρ or18n: man in、 hei'IIˇ es,thO mos:i,η ρ°

'1an:manin my Commvn"y 氵 what

my bank

^ hundred yearssoft from notin, ma"θ aCCount was, :hθ 0I no`r hoJs°" lwi" "ˇ ed o` lhe kind of cBf 刂 dr0ˇ e 8vt the wofld may bo`1if9o'on: bθ cavsθ I was imρ o':ant In thθ l"θ ofa boy ˉ ″ ‘ JC1'`

厂f9″ 厂、

` J/`?‘

(驴 哇琶 ェ

冫

圣 己 臣 `F:

HONG

κoNG,DECEMBER1981

丨 Ⅱ TERⅡ

AT丨

0Ⅱ

Ⅱ

厶 L sEM丨 Ⅱ

sCOuT丨 G FOR D|s^BLED PERs0Ⅱ s

^R 0Ⅱ S10/01 GAME AND ACTIVITΥ IDEΛ S

John INGLIs

f0r Leader Tra△ n△ ng BranCh ComⅢ New South Wales Branch Scout Association of Australia △ss△ oner

ence has shown that these with boys in Extension scouting Expcr△

ideas’ (or var亠 ati° n

to them) wi11 work and why not they are fun and that what

boys like。 In

the following pages there are:- Notes on games and sports - Simp1e actiVities without equiPment ˉ Sense

training activity - Club room actiVities - Ba11 games G activities (in wl1ee1 Chairs) ~ pr。 gress

chart on home duties

- Observation chart - clouds - Identify your actions - Individua1 activities - First a△ d - bones - First a△ d- know parts of body

- Outdoor traCking signs - Musical instruments Add to this resource list yourself and dOsign your own Variations。

HONG

κ0NG,DECEMBER

1981

\

lⅡ

Ⅱ

厶

TERⅡ AT10Ⅱ L sEM丨 AR 0" sGOUT|Ⅱ G FOR D丨 s厶 BLED

PERs0Ⅱ s

Es AND SPORTS

G∧ 川

oBJ ECTlVEs: As many of the foll° wing should apρ ly:

ENJOYHENT, sATIsFACTION, ACC0HPLlsHMENT, I"PROVED sκ !L1s, GOOD PHYsICAL ANO "ENTAL HEALtH HAB:Ts, FUN, PERsONAL EXERT∶ ON AND oPPORTVN!TIEs FOR LEADERsHIP。 VALUEs: IdrenD when

"any ch∶ t∶ :∶ 9∶ :: ::∶ 。

ρlay:ng

’

games and sport∶ ng act∶

∶ 景:: ::c::∶ ∶ ∶

i::m∶ h:丫

I∶ es::丨

:∶

Lea rn∶ ng g° °d

ˇ∶t∶

;::;n:n:a∶

es, always ften

∶ ∶ 。 ∶ :°

sportsmanship

。

Understand∶ ng fair play

。

Learning that we can1t aIways w∶

。

Learning t° take turns

n

Having c° nsiderat;° n fOr others

exerCise leadership sk∶ lls GENERAL PR!NClPLEs OF ADAPTATION: 。

2.

T°

F。

r Ⅱrunn:n9 °r sk:pρ ∶ngⅡ

r°

丨ling。

Use bOunce, r° ll

°「

(catch∶ ng).

, subst:tute walking, wheel:ng

underhand t° ss t° replace throw∶ ng

3.

For standing, subst;tvte sitting down,

1.

Vary the d:stance, e。

5.

Reduce the size of the play∶ ng fie丨

6.

Restr∶ ct ρlayers

7.

svbstitvte lighter equiρ ment。

8.

HodIfy the shaρ e or style

9.

Hod:fy the number

10.

Perm∶ t °ther

11.

Use s∶ 9nal

kneeling or lying。

, reduce the di stance when needed.

°f

d。

ρ°s∶ ti° ns

equ;pment f° r ease

。f

grasp:ng。

hits allowed。

peop!e to rvn for the batters where they are vnable to rvn f° r themse丨 ves。 sρ

12.

g。

to definite

。f

°r

system as forms of ackn° wledgement :n

eak∶ ng。

e square foam rubber bl° cks ∶n 丨ie1 reduce exert:on on n!→ ˇ。rq rρ 9r:ρ ˇ:nJ・

V⒈

ρlace 。f

丨 Ⅱ TERⅡ

lT丨

厶 R 0Ⅱ

0Ⅱ

Ⅱ

sCOuT丨 G FOR D丨 s且 BLED PERsOⅡ s

sIMPLE ACT【 VITIEs FOR E× TENSION sCOUTING ^L sEMlⅡ (NO EQUIPMENT REQU丨 RED)

UsE OF THE VOICE: slNGING, CHANTING, POETRY, lM丨 TATIONs, DRAMAT丨 C PLAY, sPERING PLAΥ , CAMPF丨 RE YARNs, sTORY TELLING, CONVERsATlON, DEBATlNG。

WH丨

UsE OF THE BODY: EXERClsEs, YOGA, IsOMETRIC, AEROBATICs, CALIsTHENlCs, DANC丨 NG, MARCHlNG, sTRETCHlNG, ROLLING, CRAWL丨 NG, sTALκ

ING。

UsE 0F THE HANOs AND ARMs: CLAPPlNG, sHAκ ING, GRAsPlNG, TOUCHING, sLAPPING, TAPP:NG, FEELlNG, OPENlNG AND CLOslNG F丨 sTs, F丨 NGER PLAY, sHADOW PLAΥ , LlFT丨 NG, sTRIκ 丨NG, HOLDlNG。

UsE OF THE FEET AND LEGs: sTAMPING, sWlNGING, HOPPlNG, JUMPING, 8ENDlNG, PUsHING, sUPPORTlNG, sL丨 D|NG, WAL κING。

UsE OF sILENCE: lNG FACEs, ΥOGA POsTUREs, DEEP EYEs CLOsED, LO0κ ING, MEDlTATING, THINκ lNG, sMELL丨 NG, TAsT丨 NG, TOUCHlNG, 1丨 sTENlNG。 PANTOMINE, DANC丨 NG, BREATH|NG, REsT WlTH

HAκ

HONG

κoNG‘

DECEmBER1θ 81

丨 Ⅱ TERⅡ

AT丨

0Ⅱ

R 0Ⅱ 且 L sEMlⅡ 厶

sCguT|Ⅱ G FOR D丨 s且 BLED PERsGⅡ s

sENsE TRAINING

DF囱 w

°nθ ¤f the follow丨 ng on the back of an。 ther Person using

youF f丨 nger口

丨 f you make 臼m丨 s take, rub your hand acr° ss their back to indicate ou γ 琶re st日 rtlng a9aln,

LADDER RAκ E

CHA!R TA8LE B丨

κE

$AW BOTTLE TREE CA丁

L|NG 80AT F0QTBAL1 TENN丨 s RACQUET NEW MO0N CRlCκ ET BAT COAT HANGER sA∶

Bucκ ET

uMBREL1A sUl丁 CAsE

sTAR CVP BELL

AUsTRAL丨 AN FLAG

A× E

G丨

G1Assε s

ELEPHANT RAFFE

In tho above sen§ e tF目 丨ning exercIse, the ∶dea is the person whose back ls bθ ing drgwn on calls out to the draWer as soon θs they sense pθ thQ gh臼 of the obJect being drawn。

As an olternat:ve to the aboˇ e, ∶t may be m° re suitable for s° me chI!dro冂 t0 C0mpere wh匐 t they feel Is be∶ n9 drawn °n their back with a serIeg °f p!ctures h。 ng:ng on the wall in front °f them。 The ideo 丨 另 th凸 t fQr one plcture for each of the items is ρlaced on the wall 臼nd thθ γ tFy t0 gense or recognIs0 wh∶ ch °f the ρ∶ctuFes is being drθ wn on thol卩 b罨 ck。 Wh∷ en they Feaε h a c° nclusI。 n, they move ovt and ρoInt to th臼 p丨 ctVre they belieˇ e to be the correct one。

sG8UT|Ⅱ G FgR D丨 s厶 B1ED PERsO拙 s ,

E“ GO0DTURlNr’ sPOT TⅡ^T丨 ^L sEM丨 ^R 0ⅡIN THIs PIgrURE

汹豳 〓

Ⅱ

咖 咖 〓

0Ⅱ

∷ 〓 〓 灿

丨 Ⅱ TERⅡ

r:圪 ∵ 黑 限∵ :l。 t△

° :￡

⒕蚶 琅 拼

J△ ∶ :牦 ∵ 饣:丫F钅 m萝 ∶

s

F∵ 苄 蹦 涣f槭 馊

gˉ

啪

炽

¨ 口

Iρ ˉ

。 呻

^NⅡ Eˇ ・0 ¨ C,qt‘

-Ⅱ

∶ ;l℃ ∶ ∶ ∶ ∶

=∷

K。 vt^‘

,~rl ● ttn扭 ¨

Cp0・

~※

泌

熟岬

0, -ˇ

△γ 犭

叫

●△‘

s谡 玎

u。

御 ⒀

0口

‘ x‘ C‘ “

=I∵

∶ ∶ 拄∶ ;∶

-CI0-,r.F、 ⅡcL00Ⅱ ˉ rⅡ Ⅱ)。 ・trt° ~,0uⅡ ("●t-● 叮

篮犭WⅡ三 万砷冫I△ T=ˇ 三玷 =、 o・

● ‘ ∞

r冖

" 1‘

・“ ・ 冖・ rⅡ ‘

°・

W° %∷ 潸￡ 9嗫 毖 拈fJ|L丫 c:?1菇 t V劈

miJ%yJ茹e}品 s 1【

, 5^atth9ho bcx"

H0NG

κ0NG,DECEMBER1981

|^R gⅡ scOu丁 strung betwecn tw。

1ch teaⅡ ∷str∶ ng36t°

d、 a∶

rs for each tcam

gR 9丨 丨 Ⅱ C 耵 s且 BLE3

PERs0Ⅱ s

亻o:nches l° ng

|∴

Top Bo口 B Bo″ 冫・ 口Is:bottle toP,b。 tby P∶ nD paper,.3“ yonsD PasEζ 口r″ 氵 an of water w:th thc cork ode羽 叩。scc a botde toP int° ’ ” it n。 at!∶ tI砷 扌 a liⅡ de sa:!boat、 喵V旮 a botde top l,ottOwˇ 0 bobb丁 P:n mas△ and :△ a paPer吊】

^亻 Drop

|

l

钅

|

|

畹

"0NG

κoNG,DECEmBER1981

Ⅱ

丨 Ⅱ TERⅡ AT|0Ⅱ

AR 0Ⅱ sCOUT丨 G Fθ R D|s厶 BLED PERs0Ⅱ s

^L sEM|Ⅱ

卜cs。

cu b‘

1‘

s°

1Ⅱ f`c1rr唿 卜 刂Ⅱα

`瓦

觜 书F;r;W;∵ ∶ 1FFF= ‘ 适 ‘试‘ ・ ^es k 3∶

Ioor

1b・ Fo″ tt`r。

00N GAME

BΛ △△

榀 湍 HONG

κoNG‘

DECEMBF~R冂 g81

ERⅢ 丨 Ⅱ 丁

AT丨

0Ⅱ

R 0Ⅱ 厶 L sEMlⅡ 厶

Ⅱ

sCguT丨 G FOR D丨 s厶 BLEa PERsg弼 s

卩°gu° s,Ga"ory o`、〃ho’ 3、″ho o0△ oh:!,Q"Ⅱ shoⅡ

●t●

Cub w卜 oi3● Ⅱ od;Ⅱ ,dcˇ ●” ●0● ●心 ・凵 ●

"C¨ ,,o0oW-G-ot-Ⅱ ~:--

^1ofCh pJ Of Ⅱ c Cv0oc● b● 【 ll ρ ● roog9● 冖 w,rouod:Ⅱ oId of w・o:卜 △1Ⅱ `,df● Ⅱ ˇ订h bl× 、0● ioq 0n lh● ˇ・ nd Ⅱ o6"s,nu” out“^nr,,h● ∷tⅡ "● nou“ Ⅱ ”″ Ⅱ △ 0d’ or・ PDc`C叻 0oo Who′ Who vklo0△ ・H ⅡⅡ `Ⅱ nd0bd阝 uvioO to¨ ∩ h Mum‘ ● ●’ og¨ 【 “ ,●

0。 v9h!° u1△

-t・

5u^oobJc曰 Ahs:s“ pP° P‘

P1爿

⒒⒊rV;i:T・ 了 足 Pl。 ced‘ 逆 FiⅡ

∶

^oiε

Ⅱ屺 k。 d凵 i′

:汪 出r哲

|hc soⅡ 饣Itˇ ε、o‘ 0C ka江 I`ln“ j° nκ 。 Por1'of1△ ・

.

^∶

uθ NG lit~,门 缶 ∷礻GLM铋 乏衣 19笆

9

|孤

1ERⅢ

『 驳glS邋 8LE¤ 醪 0涵 军蠛 ￡ R gM 飘 L sENI|Ⅲ 燕 盘 Ⅱ 肘θ

PERS牺

|鼬

r丨

碱 §

Ⅱ 冫 苫 :}:〓 耦1∷∴ ∵ 1∷ ∷ m⒎ ∷ ∵ ~|om‘ ●Ⅱ艹`00-0’

Footb酬

Ⅱo σ,Ⅱ ‘

^{

~"J●艹 ‘r● 0t:|凵 ●00四 ・:臼 ~J"曰 四 J|` ● aJ o Ⅱ0t`"佣 J Ⅱ出 0t,9oooo 臼● '~ 臼 |d0:山Ⅱ h""o01● oo● 1`● 0J "m|・ "|i,Ⅱ “・ 紧 I丨 :1ˇ :n甘 Ii∶ 姗 讠 莒1芯 ・ 丨 扌

iW:T":",Fr"I∶ ~co

・ ● l △o' Ⅱf 、o、 ;o● o IⅡ 卩● '^,1R CII^s∶ ,"""n8 ⒔ ・ c"oⅡ ,・ ‘ ● o刂 Ⅱ|: ”σ ^ ,1oˇ o"・ "● cIB、 bo""Ⅱ "“ IIh"|o|卩 。 。 "J” ・ Ⅱ |Ⅱ lI‘ o"Ⅱ ・I"|i"‘ IⅡ I

"1|'s△

L1tHE 卩丨

B0tt1E R^CE

"・

1猢 丿I湘梯

丨#锄槲椭槲糍槲 忡∵ 靴 l|||}}丨

|丨 {}{∶ |∶

HONG

l忄 {丨

J、 ・ 0J ot臼 Ⅱ ,|"0 Il|饣 口 Ⅱ |"J ● |I,巾 口 亻 "Io 、||v、 o|l・ | ‘"| Wh● o oII ・ |Ⅱ ●,。 "‘ ,"1● ,`"Ⅱ "c :9Jr” |‘

"l・

,、

"|:I口

"|"`“w lt° l"Ⅱ d

湍:J即 W‖ r∴ }‘ 湘 ∵

κoNG.DECEMBER198】

L sEMlN厶 R 0Ⅱ TERNAT丨 BⅡ 厶 丨 Ⅱ

Ⅱ

sGOVT丨 G Fθ R D丨 s厶 BLED PERsOⅡ s

・

弘

`冫 扌

一 一 一`・

''一

丨

篦 *☆

蕊

0

胡 HONG【 .oNG 0ECEM8ER1θ

8】

lⅡ

Ⅱ

TERⅡ AT|θ

Ⅱ

Ⅱ FOR D丨 s厶 BLED

sCOUT丨

G・

PERs0"s

^L ￡ sEM丨 ^R蠲噩 0Ⅱ 舅 蠡鹦 弼噩蠛

鼹嬲酗 蟊鑫爨豇 噩酗 了貔蠡翳晷

by DARRΥ LJ。 RUBlOLo Ⅱ ear of the D“ b!ed” Υ ,∞

h tho

doubt rnany Croups and D芯 tHc‘ ”△ endeaˇ our:oo呜 an“ some ac‘ 诮6∞ I

ˇh℃ h wⅢ indudc dsabled persons。 Many 、丬Ⅱ tun】 :o :hc “new games¨

conCep:(and Partkulady:he ea汕 bau

and pamchute g幻 me9as a suh3b∶ acti“

e

ty。

“New Cames"∶ s thc sLnple concep:

casicr :o mn and thc disablcd don’ t feeI so conspiCuous becau父 山 ey can th the nonˉ doab!cd playcrs,

b:end:刂、 `^`刂

● F'c`pr。

yed

枷 ″c为 〃rc Fo刀

? :n

11I11is garnc,some players 1e on !he grass wⅡ Jc the other playcrs make waves、 ″i1h a parachv〖

e ovef:hem ThC

of be∮ nning:op!ay sPec∶ acular gamcs

wi:h a small grouP of people and thcn

“conning" onIookers :o jo∶ n in,Thc tiˇ c games a了 e ba“ Cauy non《 。mPe∶ ∶

and arc dcs∶ gncd for all agcs and d∶

s・

As:hc gaJnes`^ll be used wi1h 1he

you make your・ ncw sames and1hc ac:∶

槲

svCcess at a disabled Gi了 l Guidc’

sabled, here arc some hin:s to help ‘

disab!ed”

孛

Wc :。 cd that one "11h amazing

abⅡ it!es. d∶

:蓁 |黼

姘

canno:be laid down on1hc grass:oo.

、 讠ty a success∶

s

F‰ e狂 ∵uJT:a￡ 莴 不 万沈黑 under1he parachu:e。

・ Do″ Ⅱ ε×r/v'cε ″ ″e`o历

・

ng a 8arne `rC)’ once ! :emembcr p!ay∶ `ε ψll1jch required 1he par:icipan1s :o

J/,g。

。 了

do汕

''`ε `ed '″

初c/vdc r/le力 mⅢ 6or r乃 F '宀 召g口 刀tP丘 s0 oflen,you

only one anη .so l pvt my anη around・ ・

}弼 :抒 i抻 i扣 呓 拶卩 ∫

person and uith ovr frcc am】 s,we

play u讠 th :hcm on an cqual foot∶ ng.

hold hands. Howevcr,one playcJ had hcr wa∶ We了 C

s:so tha:we bccarne・

abIe:o hold hands wi由

one・

1he o1her

playcrs.

●

BF

y0u・ 了 e

e games they can

● "%″ c口 dcpn″ g油 eg口 mcs ro′ dF5',b`ed,i1is no1unusual fo了

口d口 pr口 D`t|.

For ins1ancc, if

runnhg a games session

blind and s∶ gh:ed Peop!e・

、i1h

gc:thc

sigh:ed peopIe :oc!ose :hci了 Cyes and thus everyonc beComcs equally 山sˉ ablcd.

cach other and :o leam abou: each tl刂 s

r乃

c

the par:・

Ⅱ

new

∶ cipan1s to discove了 0r Crea:c

εafnes, whⅡ e 1hcy p!ay。 T、 s shouId be enˉ ‘ ・ Couraged and reaⅡ y is ψha: thc new garnes” ,

o: Vaha"ons of o!d

garnes” conCept is all about. ●

● 7冫 v 「 d△mb`cd o 乃口”εc‘ ″口o,・ ″o″ ˉ p召 oP`c `rc,,j″ g c‘ '为 e'e c`c d1Ⅵ b`ed.

Il`is :eachcs 1he players 1o ca了 C :or ・ o:hcr。

〖 he了 C a了

:eoLsed

Do″ /’

饣

‘″

jCr r宀 e gc刀 Cs'0口

″

)・

口ε C

'召 ・There,s no Fcason why6ve year

olds and nfty year olds(and even yov1 'o〃

¤s!Hc:Commissioncf)can`P∶ ay:o・

ge1her.

also makcs :he garnes :刀

1# :潞‘ 罗 用‰饣%0吖 舁 ¨ at yov: r亻

σeCr0″ book・ C口 初 ^ror R召Ccntre. l∝ al scou:Ou:door

寒淄罨蛹躁 :寻

~喙

H0NG K0NG,DECEMBε

R】 981

丨 "TERHAT丨

0Ⅱ

Ⅱ ^L sEM丨 ^R 0Ⅱ

Ⅱ

sGOUT丨 G FOR D|s^BLED PERs0Ⅱ s

lⅡ

厶 R 0Ⅱ

TERⅡ nT丨 0Ⅱ

sGOUT|Ⅱ G FOR D丨 s厶 BLED PERsQⅡ s

^L.sEM|Ⅱ

H0NG

κoNG‘

DECEMBER1981

丨 Ⅱ TERⅡ 厶0Ⅱ

Ⅱ

sCOUT丨 G FOR D丨 s^BLED

T丨

PE Rs0Ⅱ s

^L sEMlⅡ ^R 0Ⅱ

CLE^N1:"Ess 占 了:0【

BRO"zE

"Ess CH^R了

300HERAHG

了Es了

6 ’

oATE s了 AR了 ED

"A,f 了

苹 鞋 烂鱼 丨

:嚣

,№

u

了

F

H

V

了

F

Ⅱ

come⒋

E:EO `￡Ⅱ I1丫 xA【

鳄

瞿

::::y r hvng

:!丨 ::∶ :∶

I∶

ρ01:sH:"G sHOEs 翻

Ⅰ zl:l

橛

∶ ∶ ∶ ∶ G。

:l∶

I:。

eat : clean

: :∶ :IE:e甘 :

DE^R

∶ 品

:!ζ :甘 d∶

e出

u

Ie:::l∶

sr∶

1:::R1:rIl:%!t daily for:4days。 ρ

^XE1^

^RE"t・

s s:Gd^了 VRE

When it is

L sEM丨 Ⅱ AR 0Ⅱ 丨 TERⅡ 且0Ⅱ 厶 Ⅱ T丨

Ⅱ

sCOUT丨 G FgR 8|s厶 BLED PERsOⅡ s

κ `田

°汪卜

叱丶 '

u沁 卜

丶 ° `L 义

.ˇ

.∩

.∽

.P0E

.z0∞

〓 ∷:・

trI●

t-mvIus

一 亠一⒊扌

丶 ・

一 ≡ 尸〓 ≡

'・

茁〓石

=丁

宀石-ˉ 冖¨ 妻轻 :

Ⅱ

FOR D丨 s^BLED PERs¤ s l ;

i Slgnd¤ Fd }

刂 Qf ovtside th号

pa"。 l1ε o:δ :ε 口 m卩

,

茛酽 晖X猡 毪he,{{|丨 rs'ψ dfˉ

9pe`^汐 hP

Ct,mρ 台d0'C历 e Par'o俨 J

卩 J宀

9●

Ⅱ臼刀、

!iiii}1{丨 |、 :I丨

|⒈

$h逶 路 ￠

吧

ro``f,'F・ ″ o`″ 矽′ 口’,r口

・・ ・ ●

`J● `” `f,忉 ,” ,rfr・ ;Ⅰ

Ⅱ宀

"。

`J"r。

`〃

凡,加 σ ・胛 、 蜘~

tr Ⅱ,‘ 。B,,Ⅱ ” 召9r 口 。,口 刀 ″、f・ ‘扌

● ,,n .`,,,,'。 ●冫・Ⅱ”|t岛 矽9"口 ℃ "● `Ⅱ ・・ tvi`拓 ∴J,'卩 op J,`・ o氵 口|。 品 ,)'。 〃 '|,● 拓氵 洳￠臼 ● ,￠ 口 ``‘ 茹9,"J,饣 Ⅱ四礻 "''ˇ 严宀 尸."P "J’ `oⅡ ∮ o"(″ J,σ 「 f'J犭 t'办 ru`|￠ ″`、 h″',9‘ o扌 ” cri`§ c、

J口

`'^口 ・

``(`″

rf9``f′ rf,么 rF佥 f田 '口 B|刀 Ⅱ

"″

"'。

Ⅱ 宀 ●妒 尸

rF,sP口 "∮

r口 ・9f oPo‘ ∴

砼 ￠ Jrff,″ `′

J●

宀j网

"江

,″ ‘ J"’ 拓冖 礻 ,扌 ll诊

'"氵

。tI・ 四Ⅱ●J

口″ ・

"`"品

"""'Ⅱ

M1llom hf莎 o・

ye卩

0fG

(o,・ fo】 P

C1E^"E0"ˇ 100u

t":o9RL’ C0Vˇ W^ˇ

匕 "oNG

κoNG,DECEmBER1θ 81

ⅢTERⅡ

nT丨

0Ⅱ AL

Ⅱ sEⅢ 丨

oⅡ

Ⅱ

sGOuT丨 G FOR

|s厶 BLED 口

PERs0Ⅱ s 专

^R

;

-\ˇ

\ˇ 、 H0NG

κ0NG,0ECEMBER1981

Ⅱ

Ⅱ

T丨 FOR D|s^BLED PERs0Ⅱ l丨 L Ⅱ̈艹 sEⅡ TERⅡ lTl0"厶 ¨¨¨…s ¨¨…‘ ¨¨ ¨ …¨—¨ …… ¨¨G ¨…¨ ¨¨ ¨………¨¨¨¨ ¨¨ ………¨ l

的泯

lⅡ

^R 0" sC0刂

Ιε̌f′ s

sF亻

F∫

d,a'Man

/仅 j蹭 兰

丫a1e 扣 ° ” a’ ch f° |dε r‘ an叫

a bo‖ |。 caP.C° vn忄 ma忄 ches.

Ill

I¨

Dj

!扌

l冂

渊 吣o

沔 "

♀丨一H胝 “

丨

ハˉ

ead♀

H

e n

∩ˇ

b k

一HHM

♀

h叫

○

♀ 丨丨

lf¨

a 3

而 iohs

⒌湫 冖

d31 °

`δ r⌒

私乡

一 犭叨

乳投2

g11gVs丨

〓`≡

sⅡ 0su彐 d

wls1VⅡ o uvⅡ 丨 ⅡnO3s Ⅱ 口uOJ θ |⊥

0丨 IVⅡ

u:⊥

Ⅱ 丨

lⅡ

TERⅡ AT|0Ⅱ

l丨

R 0Ⅱ Ⅱ 厶

sGOuT|Ⅱ G FOR D|s^BLED PERs0Ⅱ s

^L sEⅡ

Ou丨 of dOOrs

篮 丞 孓饣 奋 蛮 扌昱 扌 置 |Fl扌钅

fl, ‘hoⅡ t0Ⅱ ●】 o"“ 刈 “ IⅡ oVW"oaJ¨ 了Ⅱd● oo。 tⅡ -” uj、 ~¨ △ ,.bⅡ ,Ⅱ vD~● Ⅱ “ hh0,。 臼 … l● v。 ⅡI mJ"Jlb"‘ "JoL● ‘ˉ hlⅡ Ⅱ t‘ J● ● 屮 α j“ Ⅱ ● ‘冖 ⅡⅡ ‘ ●● ・ ‘ Ⅱ ouⅡ Ⅱ J・ ‘ Ⅱ 屮 ●m・ ¨ ● ω Ⅱ |oo,u“ ¨ ¨ 。 IⅡ 。l口 ・● "Ⅱ "ˉ "lⅡ t~^● ・"Ⅱ `凵 "Ⅱ 凵 9△ ˇ ‘ ● lu V"刂 t△ 00・ “ ‘ 由 ˇ“ ● Ⅱ Ⅱ Ⅱ ・ cⅡ Ⅱ Ⅱ ,~¨ ・ I0|‘ Ⅱu d|"ˇ 0JⅡ ● 臼 l-l 0∽ ∶Ⅱ d"“ ¨ ¨ 。‘●m冖 、 I "Ju,・ "nⅡ t^ CⅡ o‘ 0"灬 ● I |Ⅱ ¨ ・ △・。 Ⅱ●;0tVⅡ v由 lo ρ,C′ o0:“ ・Ⅱ 0‘ ¨ ¨ "Ⅱ 、ˇ 0B● ˇ IⅡ △ o0:。 ・ o|・ 0】 Ⅱ J:ol● o1Ⅱ I・ Ⅱ●J- JI Ⅱ :¨ ●● 00● ¨ ’ "、 “ j0” ・ ● ‘ | 0Ⅱ “ 】 o"Ⅱ Ⅱ 而 凵 口 Ⅱ 口 Ⅱ |tt● ‘ 1¨ ・ Ⅱtj、 Ⅱ1o`・ “● ρ ⅡⅡ 、 ● ¨“● 0● Ⅱ 0t`0o‘ Lˇ 、¨:Ⅱ J"、 “ ・Ⅱ ・ “ˇ l"・ “ "● ¨ ・ Ⅱ J● I0j0● 0ih● Ⅱ ¨ ot0● ・ˇ ¨ ⅡⅡ Ⅱ l~¨ ● Ⅱ ˇ ‘ “t,oo Ⅱ Ⅱ 0‘ 亠 ●● ¨ ・0’ ‘山 、】 J`C0""¨ 四 ˇ‘ I ou“ Ⅱ

f00● J¨

l、

● 0●

1矸

|・

I

j‘

|‘

l峦

1"¨

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CLOsING ADDRESS Mr。

Li Kwan Hung, l卜 1,B。

E。

J。 P。

Chairman, Hong Kong PHAB AssOc土 at土 on rst of a11, I would 1ike to thank the scout Λssociation of Hong KOng for its kind invitiation to off土 ciate at th主 s C1osing Ceremony。

F工

As the Chairman of the Hong Kong PHAB Assoc土 ation, I am part土 cu1ar1y interOsted to 1earn that the Movement has had such a 1ong history of sharing the joys of scouting with hand王 capped boys。 The 1nternat土 ona1 Year for Disab1ed Persons has many aims。 The most signif土 cant 土s to promote three points which are:

Ignorance of the

a)

The vast majority of d1sab± 1ities are preventab1e。 essentia1s of hygiene often 1eads to d土 sab i1ity。

b)

A disab11ity in a person is agf;ravated by society’ s Con￡ inement of the person to the Category of =he dIsab1ed。 Λ phys△ ca1 handicap 氵e11。 beGOmes a soc】 a1 handicap as 、

C)

An adu1t’ s disab]~i1ty is oftc) due to a 1ack of opportunit土 es In h土 s

chi1dhood of the sanle deve1opl、 enta1 process as those of a norma1 child.

It is fn the 1ast two aspects that scovting can best he1p hand土 capped chi1drⅡ n, through Providing opp。 rtun土 t土 :s :or them to parLicipate and share ⊥n thO same deve1opmente⊥ exper土 enCe as other cI、 ±1dren。 ′

the 1ast day of the ∶n亡 ernat土 oua1 Ιear of Djsab1ed Persons。 But jhis is not a t土 me to put our feet △p an(1 heave a sigh of re1ief for Instead, t【 .~s is tim钅 to tε ke stock o￡ the th土 ngs we a j∶ ,b we11 done。 ha飞 : 1earned during the year and to p∶ an for redoub1eo efforts to he1p Todar‘

ou∶

△s

1ess fortunatO brothers。

yy congratu1ations are due Io the sem彐 、∵ ar parti二 △pantsD t,ho have been 1earning from each othOr, s:汪 r土 ng expr】 iences ani methodε during the past few days。 You bave served ∴he scout lk.vement and your co∶mun土 ties We11。 Do not rest on your 1aure1s Co baCk xoith reaff上 rmed Conv± c1土 on to share scouting w△ th the Disab△

ed。

Fina11y, I wou1d 1ike to tT‘ 了nk a1] those who have given the△ r 土nVa1uab1a fr△ endship and shar△ ng Of time to make this seminar a suCce;s; may the 丘 t in the days, months and years r fru∷ er be贫 this rare expreience togetl‘ ahead, H0NG

κ0NG

DECEMBER1981

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WORKsHOP I (D土 scuss土 on

on the Keynote Address)

Summary of p土 scuss土 oη oroups’ F土 nd土 ngs

The suggested ways to make pub1ic awareness cont土 nue to focus on the prob1em of the disab1ed even beyond the Internat土 ona1 Year of D土 sab1ed Persons and the ro1e scout土 ng can p1ay 土n the respect are -

(a)

to organ土 ze regur1ar events invo△ ving hand土 capped persons 1oca11y, nat工 ona11y and even 土nternat土 ona11y

(b)

1o ar° use the pub1土 c attent土 on and to keep the pub1土 c △nformed of the hand土 capped act土 v土 t土 es by pub1土 shing sports and Scout土 ng prograⅡ mes △n a11 med土 a

(c)

to pr。 mote genera1 acceptance o￡ the d土 sab1ed as ・ norma1・ persons 土n the community

(d)

to upho1d the sp土

(e)

to organ土 ze SCout weeks of cvcntε fcr the hand土 capped

(￡

)

(g) (h)

r土 t

of 1981 土nto the future

to pr。 mote coˉ operat土 on between handicapped groups and non-hand土 capped groups of scouts and Cub-sc° uts

to 土nvo1ve the d土 sab1ed 土n pub1土 C events to request the ab1e-bod土 ed Cubs and scouts to produce tra土 n土 ng both at meet土 ng t土 Ⅲes and at home for the hand土 capped so as to take the ∶prob1em 土nto our homes a土 ds

(土

2.

)

to 土nvite parents to meet土 ngs t。 show that we have exper土 e卩 ced 1eaders to take care of the hand土 capped

The suggested 1土 st of poss土 b1e ACTI0N PLANs wh土 ch the scout & Gu土 de vements can undertake for the d土 sab1ed w土 th土 n the土 r capab± 1土 t土 es

r1。

and resources are (a)

to make the Government aware scouting

(b)

to prePare the leaders to present scout土 ng to the hand土 Capped by 土ncluding specia1ist cou亡 ses and extens土 on sess△ ons 土n a11 亠eader tra△ n△ ng courses

(C)

o eJ:Courage 1eaders of 1`e Movement to accept 匕 △n the△ r packs or groups

。f the ex土 stence of extens土 on

H0NG

the hand土 capped κ0NG.DECEMBER1981

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(d)

to make video tapes, ￡i1ms and produce books on scout土 ng w△ th the handicapped

(e)

to set up ’ hand工 capped awareness tra± Ond n。 n-hand土 capped members

(f)

to organ土 ze nationa1 and d土 str土 Ct hand土 capped ja血 borees

(g)

to charge the hand土 Capped groups 50% of the fu11 membersh土 P ￡ees (Note: some Countr土 es do not charge handicapped groups subscript土 on)

(h)

to organize recreationa1 programmes schoo1 ho1idays

(土

)

∷ ∷

1s’

for both hand土 capped

￡or the hand土 Capped during

土n deaf schools where the prob1em of verba1 Commun土 cation exist9 to conduCt skill courses that do not requ土 re verba1 土nstruct土 ons such as carpen仁 ry and dress-mak土 ng

∷ ∷

(j)

to prov土 de work e× perience and opportunities for pub1ic Serv工 ces for the handicapped

∷

(k)

to integrate the d土 sab1ed vocationa11y, and soc土 a11y

∷

(1)

nto norma1 scout土 ng to integrate the d土 sab1ed 土

∷

(m)

to form mus土 ca1 bands or orchestra

∷ ∵ ∷

(n)

n hosp土 ta1 so as to giVe the pat土 ents t° run a scout un土 t 土 me ideas on scouting and to en0ourage theⅢ to jo土 n other s° t after d土 scharge scout un土

∷ (° ) t° tra土 n adu1t hand土 capped scouts to be scout 1eaders The 1土 st of 土nterest土 ng and worthwh± 1e scout土 ng aCt土 V置 t土 es which nvo1ve d土 sab1ed scouts’ and qu1des: part土 c土 pat土 on Pr° duced ∷ wou1d 土 ・ ∷ dur土 ng the d土 scuss土 on are o。

∷ - j amb° rees ˉ Camp△ ngs ∷ ¨ scout ￡orum and scouter ￡oFum ∷ ∷ - extens△ on Scout工 ng sess△ on △n treェη土ng courses ∷ ∷ ∷

ˉ p△ cn△ C ˉ sports

day - hand土 craft ˉ painting ∶ ∷ - wood carv△ ng ∷ - rhytbm土 c act土 vities ∷ - park c1ean_up ∷ - 1土 tter dr△ ve HONG

κoNG.DECEMBER1g81

η {、

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一 一

The ways scout土 ηg/Gu王 d土 ng can protect and promote the Un土 ted ’ Nat土 on’ s promu1gat土 on Dec1aration on the R土 ghts of D土 ab1ed

are -

to construCt and insta11 fac± 】文仁王es for the hand土 capped sCout Camps土 tes and centres - tO show respect

￡or

the dec1aFed rights

土n

- to express our concern and respect for the

土n a1亠

pub1ic

- to integrate the handicapped In soout土 ng as

土s

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Integrat土 on △s Cons△ dered important but n° t a1ways pract土 ca1。 Neverthe1esF, 土t some severe1y hand土 capped cannot camp at a11。 土s desirab1e to have them mixed w土 th the ab1e-bod土 ed,

Persons’

Ⅱ"

p

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on the questIon of integrat± ng d土 sab1ed scouts 土n a norma1 sCout ’ ・ un土 tD a11 groups did not d文 sCuss the Pros’ and const o￡ the prob】 em as suggested; but Father t0 report on the exist土 ng practices ェn var△ ous countr△ es and 仁0 ￡0Cus on the methods of runn△ ng such a sCout un△ t and the prob1ems encountered。 It 土s found that the programme and act土 vities of these 土ntegrated scout un廴 ts depen- very much on the type and degree o￡ handicap of the handicapped members, and the ratIo of the hand土 capped to the non-hand土 capPed sc0ut in he un土 t。 工t 土s genera11y fe1t that 仁he scout 1eader shou1d be an ab1e-bod土 eo person who has rece△ ved training on how to work with the hand土 Capped。 In addition, the norma1 Scouts must a1so be tra土 ned to commun土 Cate W土 th the土 r handicapped counterParts e。 g, s土 gn 1anguage。

5.

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κ0NG・

DECEMBER1981

lNTERⅡ AT10

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2 (D土 scussion on B1土 nd and Deaf)

summary o￡ D土 sCuss土 on Groups’ F土 nd土 ngs spec土 a1ist tra土 n土 ngs b1文 n0

(a)

土n

a scout 1eader shou1d have

order to tra土 n

and deaf boys the know1edge of physio1og土 ca1 and:psyCho1og土 ￠a1Character土 st土 Cs scout 1eaders must and soC工 a1 behaviour of the b1土 nd and deaf・ know the △土m土 tations and 1nab± 1土 ties of these sc° uts and g土 ve them the opportunity to act on th0土 r -and actua11y do th土 ngs themse1ves。

b c

Ⅲed土 Ca1

know1edge and safξ ty measures

know1edge of the for△ 0f communt=at土 on W△ th these scouts .

1ip reading, s土 gn-1an;uage

bas△ c e。 g。

scout 1eader tra△ n△ ng for

2.

△ew

1eaders

good turns’ and 1 、 oaf sco:tε Can 讠 n wh1ch b1土 noD and ′ rhe vays 土 ’ ∶ lndertake sOrv土 ce to others: (a)

part土 cipa1ion 土 n cou1mun~ty a￡

s f。 g, c∷ fa土 ∵

∵ :ning∶ beacheF,

schoo1s, p1aygrounds b c

scout job week - to r￡ 土se funds for Char土

t,|

b1土 nd

scouts to work In hospital e。 f, takif: te1ePhone messages, act土 ng as 土nterpretet and to ente?ta土 n∶ 0thers nstrume0ts anJ o土 ng± ng e。 g。 p1ay土 ng mus土 ca1 工 (d)

deaf scouts to act as referee 土n g:mes and sI日 1rts act土 V土 t土 ρs, to work as typ土 st, πechan土 cs, tra,g△ ator, 1丈 b、 目r土 an ‘

(e)

to make th土ngs (han1icFeft) f° Purposes

(f)

3.

Ⅱor char土 ty

he1p ˉ to stPp】 emeIlt the otherQs def￡ Ι虹ency the∷ b1土 nd and deaf Can he1p 。ach other 土n Var土 ous aspθ e!s

:氵 utua1

Th土 了I5s

a scout 1eader faη

ordinary scout group (a)

r rε .亠 s土 ng fund∴ s

do

往o e,Courage a dea∶ f toy t。 J。 in

0n

ˉ

t° dev土 ce spec圭 a1 ε:η es dur土 ng the土 r ear1y meet土 ngs

to encourage gramme ning in lhe pr° R he is capab1e of jo土 and show h土

s勹 ge to him that the p亡 Ⅱ 。famme 王s cha∷ 1enging ¨ ) t° pass on lhe mC弓 j鬲 Γ 】 预 弼 m∵ Ⅲ J耐 0J⒈ ˉ iJ¨ 百tI澍 ¨ 酗 盯 弭 谎 Ⅲ m鬲 罱

i。

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to 1et other scouts knoW about the deaf boy

d

to recru△ t hand土 capped adu1t 1eaders to he1p 土n ab1e-bod土 ed This wou1d encourage d土 sab1ed boys to jo土 n、 toe

groups。

Movement (e)

to ensure parents that the土 r boy w± 11 be under carefu1 superv土 s土 on wh± 1st in the group

(f)

to 土nV土 te the boy to visit the unit so that he may exper土 ence scout土 ng activit土 es and be invo1ved with other boys

(g)

to 1et the norma1 scouts :aow of his can do to he1p him

(h)

to pr° vide su土 tab1e orien|‘ ‘ t土 on for h土 m

(工

)

to accept more than on适 have compan土 on

、 ∶ 王sab△ i1ty and what they

t、

efore jo土 n土 ng the un土 t

deaf boy in the u1`it so that they w± 11

〓

.一 .ˇ

to 1earn sign 1anguage and 1土 p read土 ng

ˇ〓 〓 ・

to f土 nd k土 nd

out the

土nteref∶

t of the deaf boy and t。

organ土 ze that

of activ土 ty

1 m

to find t土 me to ’ta1kt to h土 m to 1et h土 m haVe a c° Ify of the scout Handbook

I。

The commun土 cation diff土 c:1ties w土 th the b1土 rd … 、 re or thereD

(a)

they may have verbF「 , ambェ gu土 ty on d土re:tion e。 g。 r土 ght or 1eft

(b)

tBe土 ng a1one’ can :reate a gense of ffar and appre∶ .cns土 on

(c)

they may fa± 1 to ,,:sp0nd Cor∵ ect1y 1ecuase of 1aCk o( v± soa1 contact (co1our, ;`ape and f1∶ c土 a1 e∷ pression)

(d)

iL 土s nece3sary 氵Q speak out uveryt`ing and no⒈ to re3∶ O卩

h、

fac土 a1 ex∶ ・ ress△ o孑

(e)

There ar: spat土 a, :艹 峦ngs wh土 ch ↑re beyond the土 r such as1eight° f rFt1ding, and s土 zc of a pa∶ Γk

"0NG

土mag土 nat ion

κoNG,DECEMBER1981

(e)

brai11e compass

) brai1]e maps

In v土 ew

of the 土nadequacy and iack of specia】 equipment for the scouts there is a need t氵 produce su土 tab1e equ土 pment for them so that they may not a1w〓 .Js have t° re1y on the ab1e-bod土 eo or other hand土 capped

b1圭 nd

6.

Emot土 ona1 d土 ff土 cu1t土 es expre∷ enced by bl土 nd and deaf boyg (a)

frustrat土 on

(b)

reject土 on

¨

(c∶

土s1oat土 on and non-accPetance

(t)

fear

(e)

anger due to m土 sunder,tand土 n吕

(f)

土nseCurity due to seI:ˉp土 ty and 1ack o刂 se1f-coη f文 dence

(g)

土nfer土 or土 ty Comp1ex

(h)

bad temper ano annoy1△ ce

(土

)

工 mpat土 enCe

HONG

κoNG,DECEⅢ

BER1981

QJ

spec土 a1 gadgets des土 gned for camp土 ng e。 g。 stones 土 n t土 ns make ratt1王ng sound to war⒒ them of dangerous p1aces and rope gu土 des

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WORKSHOp II1 (Discussi° n on the Mentally Retarded)

summary of Discussion Groups| Findings As regards extending ScOuting to the more severely handicapped ones, △t is cons△ dered that it is n° t always necessary for the severely menta11y retarded

(a)

to wear Scout uniform and be invested as scouts。 A special club may be formed to organize activity onCe a month for these boys (b〕

a boy must understand the SCout Law and Promise before he is △nvested into the MOvement

(c)

although the severely mentally retarded may not rea11y understand the Scout Law and Promise as the norma1 boys do, we sti11 can accept them in ScOuting activities。 The mild1y retarded who understand the Scout Law and Promise can be invested as Scouts

(d)

there is a need to 1et the pub1ic know about extension Scouting and to develop a specia1 training programme for 1eaders。 It is a1so noted that 亠 (i)

(ii)

(iii)

s° me

cOuntries do not have records in respect of the number of menta11y retarded, and the severe1y handicapped therein are usua11y in institutions。 No Scouting is being provided for these peop1e some countries classify the mentally retarded into various grades according to the1r degree of sever△ ty and put them in the respective grades of specia1 schools thereapeutic swimming has been found extremely suCcessfu1 in training of menta11y retarded Chi1dren

(iv)

it is hard to recruit 1eaders for these SCouts。 When teachers are used, the extra t△ me used in conduGting SCouting act△ v△ t△ es △s a stra△ n on them and it tends to be just an extension of teaching

(v)

there is no training on extension SCouting in the Wood Badge System

H0NG K0NG DECEM8E浪

9981

|Ⅱ

TERⅡ AT丨 0Ⅱ AL sEM丨

R 0Ⅱ Ⅱ 厶

sGOuT|Ⅱ G FOR D|s厶 BLED PERsOⅡ s

s14/02

2.

The ways we can help non-handicapped boys understand the menta11y retarded are (a)

t° inf。 rm

the non-handicapped Scouts that the retarded are eligible to be Scouts

(b)

to ° rganize joint activities and to provide opportunity for them to mix, feel, and get in touch with one another

(c)

to ask the non-handicapped scouts to Perform service to the retarded

(d)

to pr° duce pamphlets on extension Scouting

(e)

to arrange Visits to the retarded for the Parents who do not like their children to mix with the retarded boys so as to let them realize the good turn their chi1dren are doing

f g

to let them work in pairs to use film such as the one shown in the Seminar as a starting po△ nt to encOurage then to try the △dea

5.

As regards the concrete ways for the menta11y retarded Scouts to work with the non-handicapped Scouts, it is considered that to achieve this aim, the Scout 1eader’ s understanding of his ro1e and task is Very important。

4.

suggestions for a busy, over-worked Scout 1eader to helP mentally retarded boys keep up as far as they possib1y can - to soliCit extra help from outside e。 other agenc△ e§

g。

parents, volunteers from

o to use more tra△ n△ ng a△ ds

- to recruit more Scout leaders and to conduct programmes in turn - to request assistance from the loca1 Extension Branch - to request Scout leaders in other Scout units to he1p temporari1y - to be we11 aware of the resourCes aVailable in the community - to use bases system effectiVe1y

HONG K0NG,DECEMBER198】

lⅡ

Ⅱ

sGOuT丨 G.FOR D丨 s厶 BLED PERs0Ⅱ s

TERⅡ AT丨 0Ⅱ

^L sEM丨 "^R 0Ⅱ

s14/03 s。

Suggestions for helping the retarded Scout to gain badge to give him a sense of aChievement are ~ - to introduce him t° °ther scouts who have gained some badges so as to encourage him to get °ne - t°

Put uP a chart in the unit to show indiVidua1 Progress

- to sub-divide the badge syllabus into various stages, and to give one sma11 badge to him after completing one stage ˉ to

be flexible in testing the badge, the stress being on effort rather than rigid standard

6.

The reasons for a boy making no progress may be due to -

△n

Part of his tra△ n△ ng

(a)

his inability to communicate

(b)

lack of opportunity for trying out

(c)

his physical and mental limitations

(d)

being over-protected in the past

(e)

fear of the environment

(f)

leader,s lack of understanding and appreciation of the boy

HONG

κoNG,DECEMBER1981

Ⅱ TERⅡ

lT丨

Ⅱ

sCOUT丨 G FOR D丨 s厶 BLED PERs0Ⅱ s

0Ⅱ

…

…

ˉ

灬

-…

…

ˉ

…

…

“

…

…

ˉ … ˉ

″

¨

¨

灬¨

¨

¨ ˉ

¨

~…

”

…

…

ˉ`ˉ ¨

】

^L sEM|Ⅱ ^R 0Ⅱ

s15/01

I

∵

WORKsHOP IV (THE PHYsICALLY HANDICAPPED) summary of D土 scuss△ on Groups, Findings spec土 a1

safeguards to be taken when a physica11y handicapped sCout

goes on h土 s expedition:-

(a)

make arrangements for medications, Whee1chair transport, and food, including any specia1 diet;

(b)

obtain mediCal consent if necessary;

(c)

make any spec土 a1 arrangements for spastics and boys on crutches:

(d)

ensure that the r° ute is suitab1e for the boy, and within his capabi1土

(e)

t土 es;

prov土 sion of lst a土 d kit, and necessary too1s or spare parts for

a whee1cha△ r;

(f)

check the 口hee1chair thorough1y;

(g)

arrange for ab1e-bodied scouts to aCCompany the scout;

(h)

inform scout headquarters

(土

)

(j)

hand土 capped

to inf° rm the po1ice if you are expected to do so

土n your soc土 ety;

haˇ e transPort and med土 cal aid avai1ab1e in case of emergency;

(k)

see that adequate and suitab1e clothing

(1)

detai1ed plans and arrival times should be supp1ied to the parents, or residentia1 staff;

(m)

the handicapped scouts shou1d carry some equipment espeCia11y food, drink, torches。 This he1ps the handicapped boy to be independent;

土s taken;

HONG

κ0NG,DECEMBER198】

Ⅱ TERⅡ ^T丨

s15/02

2.

sGOuT|Ⅱ G FOR D丨 s^BLED PERs0Ⅱ s

0Ⅱ

^L sEMlⅡ ^R 0Ⅱ

(n)

very careful p1ann土 ng and pre-training are necessary, together with fu11 d工 scussion after the expedit土 on;

(o)

if required 土nform 1ocal authority/po1土 ce of safe return o￡ boys;

(p)

be sure to thank everyone who has he1ped;

(q)

do not f° rget toi1et arrangements。

Introducing a handicapped recruit which shou1d be made:-

土nto

the scout Troop, preparat土 ons

(a)

。rief the Troop as to the boy’ s capab± 1it土 es and how△ 1uc∶ 【l1e1v they shou1d g土 ve;

(b)

prev土 ous v土 sits shou1d be made to the boy by scouters and patro1

1eaders to get to know him and make friends; (c)

know1edge of the boy’ s handicap and his med土 ca1 h土 story 土s essentia1;

(d)

keep the boys’

(e)

make sure access and faci1ities are su土 tab1e ￡or the boy so that he can be as 土ndependent as possible;

(f)

know all about the boy, his fami1y background and his medica1 history;

(g)

provide the boy w土 th a copy of "The scout Handbook"。

(h)

let the boy v土 sit the Tr° 9p or 争 camP severa】 tIη es。

(i)

intr° duce him to a boy who 1iVes near him, and who wi11

parents fu11y informed;

perhaps he1p with transport, or wa1king or a whee1chair。 gives the handicapped boy a one-toˉ one re1at土 onship;

This

(j)

encourage their friends at schoo1 to join。 Invite them to s1土 de shows。 Invite their parents to parents: evenings;

(k)

when the boy comes to h土 s first Troop meeting 土ntroduce h土 m br△ ef1y, hand him over to his patro1 1eader, and immed土 ate1y p1unge the who1e troop into an actiVity o￡ some kind;

HONG K0NG DECEMBER1g8、

丨 Ⅱ TERⅡ

0Ⅱ nL

且

Ⅱ

sEMlⅡ R-…0Ⅱ-¨sCOuT丨 G FOR D丨 s^BLED PERs0Ⅱ s・ -~ˉ '^ -… --ˉ

~ˉ ¨¨“¨ ¨¨¨。ˉ¨ ˉ ¨ 。 。 ¨- 。 ˉ

歹

灬

¨~^ˉ ¨

″~-ˉ

o¨

…… --~…

¨

ˉ¨¨¨ ¨¨¨ ¨¨¨ ˉ¨ ¨

ˉˉ

¨ ¨¨ˉ

^~△

.

】

;

∶ S15/03 ^T丨 ∷

(l)

(m) 3.

∶ ActiVities include the boy in every game and every activity。 may need to be modified to fit hiⅡ , and allow him to take Part;

i

∶ |

remember that he has something to give to us as well。

i

WheelChair maintenance。 lVhat tools are necessary and how to get he1p if a wheelchair breaks down:(a)

t° ols

shou1d include a pump, and spanners, nuts and bolts, an inner tube, and a bank of string or roPe。 A sPecial metal glue is availab1e to he1p fix screws or bolts;

(b)

helP c。 uld be obtained from the local hospita1, the nearest

bicycle shop, or a garage, a we1ding shop or a blacksmith’ κnow where these are; (c)

a Philip1s head screwdri、 er and a bicycle tool kit are usefu1。 Take oi1 and a fag;

(d)

check chairs regular1y `)fore use~

s。

Prevention is better than

cure!

(e)

In the event of a majo氵 breakdown see that the boy is well cared for and arrange special transport if necessary;

(f)

a member of a hospita1 maintenanCe department Could be inVited to come and talk on wheelchairs, and how to hand1e them, and on lifting techniques, the latter inc1ude 1ifting the boy in and out, lnd als° lifting the chair with the boy in it;

(g)

1earn how to repair the chair if the Chair is an older chair tyPe。

(a)

C° ntr° l of drugs (Ⅱ e9ij Cations) and their distribution at camp:ˉ (i)

w△ th

(ii)

J‘ ∶ be labe11ed clearly, in detail, and the SCout’ s name;

c° ntainers shc△

an adul∶ leader εhould be responsible for storing, distr△ but△ ng

(iii)

and

△dm△ n△ ster△ ng

the drugs;

detailed written nformation should be obtained froⅡ l the boy:s doctor, and a b1ank chart for daily reference froΠ a ward sister in ε hospita1. Thi the spec△ fic needs of each camp ˉ

l

m 洲 〓 Ⅲ≡ Ⅲ〓

(ii)

diets may be neCessary for different reasons , medical, or religious, or allergies low-Ca1orie

(iv)

all mea1s should provide a balanced diet, with sufficient Prote△ n, carbohydrate and v△ tam△ ns;

(v)

a11 menus, and special diets must be planned before camP。 Special food can be bought beforehand, or ordered from If it is not easily the local market or supermarket。 available, it may have to be bought and carried to camp。 Some dehydrated or dried forms of food may be useful;

(vi)

remember that the timing of mea1s and medication is △mportant。

8.

How to get training and help from professionals in 1) 2) 3)

Camping Lifting heav' b° ys Toi1eting

(a)

he1p may be obtained from doctors, nurses, teachers, dietitians Physio-therapists, soCial Workers, auxiliary medica1 services;

(b)

members of the above professions may be invited to come to camp It may be possible to find someone who lives very near the camp site, and who is wi11ing to be "on call";

(c)

specia1 programmes may need the expert advice and equipment of loca1 sporting bodies e。 g。 archeryD fenGing, tab1e tennis;

(d)

Parents often have va1uable specialist knowledge which we can use:-

for example, life savers and firel

—

丶 '; 兮 l,i’} l

〓

eXact instruction or adv△ ce may be obta△ ned from doctors, nurses, dietitians or Parents;

care may need to be taken "ith salt-free or foods;

uη

ect°

≡ 羽〓 ∞・ec

to cope with special diets:-

(i)

(iii)

n丶

Ⅱ

mⅢ

nr:〓

ed吧

t

nn° etrai d°

n

H° w

〓

ary

eyth

that

do so。

(b)

mⅢ LⅡ

n"凵

e

s丶

e

yt

ο

b

icbsee

themselves。

〓 〓 〓 卵

〓 〓 口Ⅱ 〓

〓

m田 Ⅲ≡

ρu

Ⅲ≡

bet∞

mⅢ

diatch

f№

。

uu〓

mⅫ

⒄

in the case

UU〓

nu

〓

Ⅱ Ⅱ"〓

lⅡ

口R

丨

ⅡⅡ

E≡

Ⅲ 一

Q●

〓

lL

厶

≡

n"U〓

Ⅱ

删讠

E〓

R灬

Ⅲ「

(iv)

lⅡ TEⅡ

Ⅱ Ⅱ10Ⅱ nL sEM丨 Ⅱ

s15/05 ∷ (e)

Ⅱ

sCOuT丨 G FOR D丨 s^BLED PERsOⅡ s

^R oⅡ gFeat Gare ェs needed in 1Ifting, in order to safegVard the baGk of the he1per, especia11y when senior scouts and °ther young peoP1e are he1Ping;

f g h

some advice may be ρ 。tained from books on First Aid; sPecial tρ ilet cha∶ |s ar0 available;

spec1a1 portable framρ s helP with toileting or showering the handicaPpe￠ ¨ (i)

it is V0ry important t0 get instructi0n in lifting fron peop1e;

pr♀ feosi0nal

e

ht

°

fina11y, remember that though the same time, "e must help him

t

(j)

boy may need he1p- at be independent and helP

himself∴

H0"G KONG,DECE"BER198】

|Ⅱ

TERⅡ AT丨 0Ⅱ

R 0Ⅱ 厶 Ls EⅡ 厶 l|Ⅱ

ˉ …

…

¨

¨

¨

~¨

。ˉ ¨ ~¨

¨ ¨

ˉ

灬¨

Ⅱ

sGOuT丨 G FOR D|s厶 BLED PERsOⅡ s -ˇ

¨

ˉ¨

。ˉ¨

¨

¨

¨

¨

…

¨

灬 ¨

”

。¨

ˉ

¨ ¨

¨

¨

¨

0…

”

¨ ¨

”

~¨

¨

¨

¨

¨

。 ˉ

-¨

”

呷

屮 :

Appendix ^

;

sEMINAR PROGRAlⅢ E sunday o Docθ mbor 27, 1981

o8:00 Hours

Arr置 v巳 l

12:00 Hours

1unch

】4:00

oPEN1NG CEREMONY

Hours

and Registration of Participants . ・

(The H° n, E。

P。 HO, C,B。 E。 , J。 P。 , seCretary f0r socia1 services, Hong Kong, offioiating)

ˉ Welcome

Address by Mr, Henry Ku, seminar pirector

and Internation巳 l Commissioner of the s0out Assoo!ation of Hong K° ng

o Opeη ing Remarks by the Hon。

E。 P。

HO, C,B。 E。 , J,P。

ˉ Presentation of Souvenir to The Hon。

E。 P。

HO, C。 B。 E。

,

J,P。

o Presentation or s° uvenir to The H0N, E。 P, HO, C,B,E,, J。 P。 by Mr。 H。 CJ MA, J。 P,, Chief Commissioner of the scout Assocェ ation of Hong κong o A Vote of Thanks by Mr。 H。 C。 MA, J。 P。 , Chief Comm亠 ss王 0ner of the scout AssoC△ ati0n of Hong Kong ˉ Refreshments

15:15 Hours

KEΥ NOTE

ADDRESS

Plaridel sILVESTRE, EXeCutive Commissioner, World Scout Bureau, Asia-Pacific Region

by Mr。 J。

】5:45

Hours

16:15 Hours

Coffee Break PLENARΥ SESSION

Ru1es and Election 18:00 Hours

Welcome DinneF at Royal Hong Kong Jockey c1ub。

H0NG

κ0N己 ・DECEM8ER198滠 ′

`\、

‘

ⅢTERⅡ

nT丨

o

Ⅱ

-… ^¨ ¨

灬 ˉ

¨ ¨ Ⅱ¨ ¨

-¨ ¨

Ⅱ ~¨

¨ ¨ ¨¨ ¨

sCOuT|Ⅱ G FOR D丨 s厶 BLED PERs0Ⅱ s

。ˉ¨ ¨ ¨ ¨ “ ¨

ˉ^¨ △呷 … ,・ ……¨ … “ ¨ ¨ ” ¨ ¨ ¨¨ ¨ ” ˉ ・… ・

`p=忄

?∴

ˉ ∵∷ ∵ I∵ ∷∵ 氵 灬

r呷

^L sEM丨 ^R 0Ⅱ ~2Monday o Dece而 ber 28, 1981

08:00 Hours

Breakfast

o8:30 Hours

WORKSHOP (1) Gr° uP

Discuss△ on on the Keynote Address

10:15 Hours

Coffee Break

10:45 HOurs

sTUDΥ

(1) (on the Blind ahd Deaf)

"CommuniCation Difficulties”

by Dr。 S, Noel DoNALDS0N, M。 D。 , F。 F。 C。 M。 , D。 P。 H。 EXtension AdViser, NorthernIreland Scout Council 12:50 Hours

Lunch

14:00 Hours

WORKSHOP (2)

Group Discussion on the B1ind and Deaf 1s:45 Hours

Coffee Break

16:15 Hours

REPORTS ON WORKSHOP (1) and (2)

18:00 Hours

Dinner

19:30 Hours

Night Tour

o8:00 Hours

Breakfast

o8:30 Hours

sTUDΥ

(2) (On the Mentally Retarded)

"Integrating the 卜Ientally Retarded"

by Professor Sadao Iida, MeⅡ ber of National ExeCutiVe CounCil, Chairman of Leader Training Comnittee, Boy Scouts of Nippon 10:15 Hours

VISIT (1) A joint Camp of deaf SGouts and normal Tai Tam camP site

12:;0 Hours 、 ¨

SCouts at the

Lunch

H0NG

κoNG,oECEMBER1θ

81

卩

罗呷

l

lⅡ

TERⅡ lT丨 0Ⅱ 14:00 Hours

^Ls A mentally retarded scout grouP meeting at Hong Kong Morning Hill SGhoo1

18:00 Hours

Dinner

19:50 Hours

WORKSHOP (5)

GrouP discussion on ’卜!entally Retarded’ Reports on Visits and Workshop (5) Wednesday - December 30, 1981 08:00 Hours

Breakfast

o8:50 Hours

sTUDΥ

(3) (on the Physica11y HandicaPped)

"Physically Handicapped"

by Dr。 S。 Noel DoNALDS0N, MP。 D, F。 F。 C。 M。 , D。 P。 H。 , EXtension Adviser, Northern Ire1and scout CounCi1 10:1s Hours

Coffee Break

10:45 Hours

WORKSHOP (4)

Group discussion on the physica11y HandicaPPed 12:30 Hours

Lunch

14:00 Hours

VISIT (3) (Phlysically handicapped Scout)

Performances at Princess Alexandra Residentia1 school 18:00 Hours

Dinner

19:50 Hours

Reports on Workshop (4) and Visit (5)

Thursday - December 31, 1981 o8:00 Hours

Breakfast

08:50 Hours

STUDY (4) (on Leader Training) "1eader Training"

by Mr。 John INGLIS, Branch Commissioner for Leader Training N。 S。 W。 Australia H0NG

κoNG,DECEMgE冉 198i

丨 Ⅱ TERⅡ ATl0Ⅱ

I丨

r礻 π ^L sEⅡ 卩 ¨

ˇ

灬¨

-¨

¨

…

10:4s Hours

ˉ ¨

-¨

¨

灬灬

¨

“

ˉ

¨

…

¨

Ⅱ R OⅡ 厶 “ …

J… 。”

“

ˉ u…

”

吣

¨¨¨… ¨ ¨

sCOuT|Ⅱ G FOR D丨 s^BLED PERsOⅡ s

…

Ψ

…

咖

¨

¨

¨

¨

”

…

…

¨ 灬

¨…

ˇ。 ˉ 。w¨

“

吣

ˉ

”

…

””

”

虾

w衤 “

¨

…

ˉ

¨

”

。

刁 ;

P1ENARY sESSION Sem△ nar

Recommendations

12:50 Hours

Lunch

14:00 Hours

CLOSING CEREM0NΥ (Mr. ΚI Kwan-hung, M。

B。 E。 , J。 P。 , Chai‘ Ⅲan of the HOng Kong PHAB AssoCiation and Mrs。 LI Officiating)

- Welcome Address

by Dr。 CHARM Hoi-sang, M。 B。 E。 , Chairman of International Committee of the Scout AssoC△ ation of Hong Kong - Closing Addreos

by Mr。 LI Kwan-hung, M。

B。 E。

, J。

P。 ,

- Presentation of CertifiCates of AttendanCe to the Staff and ParticiPants of the seminar by Mrs。 LI - Presentat土 on of souvenir to Mr。 LI

- Presentation of a bouquet to Mrs。 ˉA

△I

Vote of Thanks

by Mr。 C。 M。 LEUNG M。 B。 E。 , Chai!J"an of the E× ecutive Comm△ ttee of the scout AssoG△ ati0n of Hong Kong

- Refreshments 16:15 Hours

DeParture from Lady McLehose Centre

18:00 Hours

F、

rewe11 Dinner at a floating restaurant

H0NG

κ0NG‘

DECEMBER198膺

ⅡⅡ ⅢTERⅡ ¨ …Ⅱ

「

Ⅱ

s:QⅡ

^L sEM丨 ^R OⅡ ⊥EE￡二旦⊥三~旦

STAFF LIST Scminar Directorate Sem△ nar

Dircctor Personal Assistant to

Henry H。 Sem△ nar

Director

Peter

KU

C。

ΥOUNG

Speakers Chief Tutor Spcaker Speaker Speaker Speaker

Viψ ien

BEAVIS (Ms.) Noel DoNALDSON (Dr.) Sadoa IIDA (Prof。 John INGLIS J。 Plaridel SIVESTRE

、ccretar△ at

Dcputy Scminar Director (Sccretariat)/ SeⅢ △nar Sccretary Assistant SeⅡ inar Secretary secretarial Assistant

LO Wai-shing

TANG

Nick W。 H。

Λnnie LEo0

(Miss)

Operations Deputy Seminar Director (Operations) Progranme Officer Programme Officer Programme Ass△ stant Prograntme Ass△ stant Programme Ass△ stant

Kitty T。

C脚

HUANG (卜

K。

Chiu-ling Jeanette TAM Kenneth CHAN Danny LAW P。

C。

Irs。

(Miss) (Miss)

)

(Miss)

lVONG

Administration Deputy Seminar Director Administration Officer Supp1ies Officer Supplies Assistant Supplies Assistant Serv△ ces Officer Serv△ ces Ass△ stant serv△ ces Ass△ stant serv△ ces Ass△ stant Scrvices Assistant Γransport Officer Γransport Assistant

(Administration)

Paul S. K。

LAM

Alice CHAN

(卜 lrs,)

CHAN

κenneth K。 H。 Conner C⒈ lAN

FranCes LΛ I 、

Peter LEUNG

(Miss)

Υ。S。 LAU Υat-wong

Herman M。

L。

Ho

SIU Pak-ming Baker CHU ΥIP Chiowah Patrick W。

P。

"0NG

LI

κo"G‘

DECEMBER19gt

丨 Ⅱ TERⅡ

nT丨

…

0Ⅱ

EM丨

Ⅱ 厶 R 0Ⅱ

Ⅱ

sG0刂 T丨 G FOR、

D丨 s厶

BLED PERsOⅡ s

^L s -2The Scout AsSOC△ ation o￡ H0NG

κQNG

Miss FUNG Kam Lin, WInnie Ι r。 Peter Nige1 HUNG 卜 Mr。 KWONG Wai Keung Mr。 LAM Ch工 K± n, Tim0thy Mr。 LAM Wai Chung, George ⒈1r。 LAM Wing Kuen, Kenneth Mr。 LEE Kw0ng shun Mr。 LEE siu Hok, Wi11iam Mr。 110 Fai Hung 卜fiss HO 卜Iei Yee (Chief De1egate) :ˇ

1r。 lˇ

I'01 Wing Hip, Anthony

Mr。 PANG Iiss PAU 卜

Chi Man Wai Heng, A1exandra Mr. PO○ N Tsang Wah Miss TSUI May Ling, Ange1a Mr。 W0NG Chak Hung fr。 WoNG Kwok Choi 卜 Mr。 WONG Shiu Kwong Mr。 WoNG Woon Cheung, Patrick observers FUNG Chi s土 ng Simmy Ft1NG Miss HO Yee Wah, Jannie M土 ss LAM Chu Lee Miss LEE Choi ua Mr。

Mrs。

公 Ι r。 Mr。 Mr。 ly1r。

Mr。 y.r。

LEE Tung Nam LEUNG Ming Ka土

LEUNG siu Wing LUNG suet Fun LEUNG Wang Kay

sHUl)′ i

Yun Ching

Mr. TsOI Man Yuen Mr。 WONG Kam Ho

H0NG

κ0NG‘

DECEMBER198】

TERⅡ 丨 Ⅱ

nT丨

0Ⅱ

… … …

ˉ

ˉ ・”

Ⅱ

¨ ˉ ˉ ¨

¨ ¨

蜗

-”

Ⅱ

sGOuT丨 G FOR D丨 s^BLED PERsOⅡ s ¨ ¨

¨

ˉˉ

ˉ

ˉ 。ˉ

。“

。蛉

M¨

¨

--蟀

灬

…

…

…

¨

¨ ¨ ¨

¨ 时 ……

ˉ

”

"“

^L,sEM丨 ^R 0Ⅱ seⅢ 】nar

…

…

ˇ 灬柳 ¨

ˉ ˇ驷 ¨

¨

¨

鄂

Append土 x D

Appo△ ntments

Dai1y Co-ordinatoF 27 28 29 30 31

December December December December December

1981 1981 1981 1981 1981

Mr Henry KU Ms cuAN ch土 u-1土 ng

Dr Noe1 Dona1dson Mr John Ing1土 s Ms CHAN Ch土 uˉ 1土 ng

sCout Leaders Leading 1】 orn土 ng Dedicat工 ng

27 December 28 December 29 December 30 December 31 December Fina1 C1osing

・。…

1981

Ms Viv土 en Beav土 s

1981 1981 1981 1981

Dr samarng PUANGB0oTR Ms Pat Tompkins Mr KIN Yong Hae Dr Masayasu sAKATA Drs KAJAT Imam sjafiie

seminar Recommendations Comm土 ttee rsrrsrs

Μ Μ MMΜ

LO Wai-sbing Rita Pervan (Chairman) Roger Quah sONG Wom Sun

Μ Μ

HO riei-yee

A1an Ho Jeanette TAM (Secretary)

KONG,DECEMBER丬

98濠

盯 军

γ

Lb一

丨 Ⅱ TERⅡ

lT丨

Ⅱ

sCOuT丨 G FOR D丨 s^BLED PEⅡ s0Ⅱ s

0Ⅱ

^L sEMlⅡ ^R 0Ⅱ

辶 ∷

0

APPENDIX F DIsCUss工 oNs

AND WORKsH0P CRoVPs

〓

cROuP l

CROUP 2

John INGL【 s Chengˉ hor Tomomich文 COUKE Jun TAKAHAlLA

Patr土 C土 a TOmK【 ws

¨

TΛ N

LL昏

TAMDEE HONCs^KUL Wonwoo LEE

Roger QUAH

Tatsue FuKU工 Prof。 sadao 工土da Pat土 P T王 PP^YAsUP^RAD

Prad土 t Cha1土 t

V玉 Ch土 t

Dr。

Dr。

It^JAT Imam sJaf土 土e PctOr W土 ge1 ∶ 1UuC LEU∶ :C Wingˉ ycO Drε

wouG chak~hung YEuwG shuk-Ping Wi11土 aⅢ LEE PΛ u wai~h。 ng, ^1exandra sImmy FUNG

V工 CHETVITHYATHORN suk-Bun8 K^NC

LAM ChI-k土n HO F△ 土¨hung

"oonˉ ChOung LEE Koongˉshun LEE Tuuaˉ nan

Woh’ C

Kenneth △ ^Ⅱ LAⅡ Chu-1eO WONG sh土 u

K、 JOng

L亡

GROuP 3 R土 ta

PERVAR’

A1oys王 us KoND工 L王 s K玉 y° no0u

眇 LL豇

MUR^KAM工 sAH^RNG Puangbootr N王 ran sANT工 TRAKooL Decha LARP-EK-VDOM Yong¨ hae KIM TsU工 Mayˉ 1土 ng K田 0NC Wa土 -keung Anthong MA Dr。

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