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Reasonable Adjustments - Advice

Do you fall into the below?

  • Leaders feel they do not have the skills needed to meet the individual needs

  • Breakdown in communication between parents and section leaders

If so, or you just want support in relation to reasonable adjustments; read below.

Reasonable adjustments are always about more than just the section leader acting above and beyond to include the individual young person.

Reasonable adjustments are actions taken to remove barriers to Scouting and Scouting activities.

Reasonable adjustments should, as far as reasonably possible, remove or reduce the disadvantage.

"By just talking about adjustments we’re always assuming that these in this group will need specific adjustments, rather than providing an inclusive environment where all can flourish."

(Joanne Deppeler, 2018)

So here as are some guidelines -

Autistic Spectrum Conditions

If you have young people with this specific condition or disorder.

Consider -

· Consistent meeting place

· Uniform/predictability of routine

· Consistent session structure

· Programme which provides structured opportunities to explore new activities

· Programme which develops new life skills


If you have young people with this specific condition or disorder.

Consider -

· Reinforcing achievement through short-term rewards (preferably tangible)

· Have a clearly defined session structure

· Give simple instructions to complete tasks

· Incorporate physical activity alongside focused work

· Make tasks practical and where possible relate to the young persons’ interests

Reasonable adjustments should respond to the needs of the individual and remove or reduce any barriers or support access, by making changes to:

· Physical environment (e.g. The meeting place)

· The way things are done( e.g. Age range flexibility, the Programme, routines)

· The support provided (e.g. equipment, adapting communication, the level of support)

Specific Leaders Advice

Young Leader

· Work 1-1 with the young person under advice from leaders

· Motivate and engage through ongoing communication throughout activities

· Complete Module D-Understanding behaviour and/or Module F - Making Scouting accessible and inclusive

Assistant Section Leader

· Stay alongside young person during quiet periods or run separate reflection activity

· Discuss with the Section Leader things that worked particularly well and things that were challenging

Section Leader

· Work closely with parents to identify appropriate strategies

· Adapt planning to provide active alternatives to quieter tasks

· Recruit additional parent helpers to reallocate existing section leaders or YLs

Group Scout Leader

· Discuss with Explorer Leader any members across the group who could become YLs

· Allocate resources to fund any additional resources/equipment

· Suggest or advise on additional training the leadership team could undertake


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