Diversity inclusion interactive by World Organization of the Scout Movement

DIVERSITY AND INCLUSION IN THE INTERAMERICAN SCOUT REGION Reference Guide for NSOs

04 Introduction 06 24 36 50 60 72 84

INDEX

Institutional vision on the themes of diversity and inclusion Inclusion of people with disabilities in scouting Good practices which enhance the inclusion of people with disabilities Inclusion of persons in vulnerable situations Inclusion of persons belonging to minority groups to scouting Good practices that attend to the process of inclusion of persons in vulnerable groups and minorites Diversity and inclusion: transversal concepts

98 Attachments 105 Bibliography

contributions by the participants of the Inter-American Symposium on Inclusion and Diversity, held in September 2015 at the headquarters of the World Scout Bureau - Support Centre for Inter-America region in the City of Panama, coupled with the input and systematization made by the Diversity and Inclusion work group at regional level.

iversity and Inclusion is one of the strategic priorities of the Three Year Plan 2014-2017 of the World Scout Committee1. This strategic priority contributes significantly to achieving Vision 2023 of the World Organization of the Scout Movement (WOSM):

This document is one of the first answers to the purpose of the Symposium: “To establish the basis for the development of guidelines which adequately address issues of inclusion and diversity in Scouting”.

“By 2023 Scouting will be the world’s leading educational youth movement, enabling 100 million young people to be active citizens creating positive change in their communities and in the world based on shared values.”

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This guide is intended as an initial reference, a concrete tool for consultation and reflection for all National Scout Organizations of the Interamerican Region. It is not a manual or a cookbook; it is a set of proposals that invites us to become closer and act increasingly to have a broader, more inclusive, diverse Scout Movement for all.

The Triennial Plan 2014-2017 establishes that Scouting should reflect the societies in which it exists and is actively working to welcome all people without distinction. This diversity is not only reflected in the number of members but also in the methods and programs used by the Movement.

The conceptual development of this document builds on Diversity and Inclusion in the Interamerican Scout Region 2 in which the principles and positions that the region assumes in relation to Diversity and Inclusion are defined.

The contents presented below are the result of presentations, discussions and

World Scout Bureau - Support Centre for Inter-America. 2016. Diversity and Inclusion in the Interamerican Scout Region.

World Scout Bureau Inc. 2014 Triennial Plan 2014 -2017. World Scout Committee.

The contribution Scouting can make to society by addressing issues of diversity and inclusion is an important and concrete contribution, allowing them to participate actively in building a culture of peace through education, developing attitudes for coexistence, respect and recognition of differences and the values thereof, in an increasingly diverse and changing world.

Subsequently a number of specific tools are developed to facilitate diagnosis of our organization. The diagnosis is fundamental for the start of organizational planning processes that provides support to our educational programme. The initial questions invite us to clarify, at a later date, the current situation, the view of the organization about these issues. Then a series of concepts linked to the themes unfold in each section, and a series of concrete recommendations for a better approach in the different institutional levels. The guidelines, as its name suggests, try to orientate and generate flexible and adaptable proposals to needs of case.

The guidelines which follow try to meet the demand of the National Scout Organizations (NSOs) to have available resources so as to addressing the issue of Diversity and Inclusion. This guide develops the theme of Diversity and Inclusion focusing on four central themes: 1. 2. 3. 4.

Finally, the appendixes are presented. In the appendix you will find support resources, illustrative examples, etc., that reference it developed in the guidelines.

Institutional vision Disability Vulnerable contexts Minority groups

In turn, each central theme has a section where there are a series of questions called “To reflect together”. Its purpose: a starting point; they are an invitation to think about the topic in question (disability, vulnerability, minorities), to come to face with previous knowledge and experiences, from our role as educators at any level of the OSN in which we serve.

Whatever the actions that are carried out in Scouting, the NSO should consider people as subjects with rights, seeking to promote, protect, respect and ensure respect for them as the basis of human dignity. It must be said that this Guide is not intended to exhaust the contents of each 5

of the topics, for that reason, this publication will be followed by others which will delve deeper into each of the contents presented herein. Given that reality and complexity is changing in our region, we should realise that useful tools are required to meet the current challenges and needs of children and youth.

INSTITUTIONAL VISION ON THE THEMES OF DIVERSITY AND INCLUSION

Rethink ourselves as a diverse and inclusive organization ● Is our National Scout Organization a real proposal to include development of children, youth and adults who have decided to be part of it? ●

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To respond to the challenges of our context the theme of diversity and inclusion is a priority for the governing bodies and decision-making of our National Scout Organization?

● Do international conventions and treaties signed by the country, as well as national laws related to human rights and diversity and inclusion are reflected in the regulations and other documents of the National Scout Organization?

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● Does our National Scout Organization have managed to have an active and significant presence in territories and communities that have not traditionally been served? ● Does our National Scout Organization and statistics registration systems where they can observe visible participation of people with disabilities, minorities and vulnerable? ● Do we know if it has increased the participation of people with disabilities, minorities and vulnerable in our National Scout Organization? ● Do we recognize ourselves as an organization who provides the space for the inclusion of people in human mobility -migrants, displaced, refugees- that contribute to social integration?

● We guarantee that our volunteers have the necessary expertise to address the issue of diversity and inclusion? ● Have we established agreements and links with public and private organizations of persons with disabilities, minority groups and those who are vulnerable? ● Have we made the adjustments in our institutional structures, in our offer Youth Programme and volunteer management system to better serve people with disabilities, minorities and vulnerable? ● They have been allocated in our budget specific items to support people with disabilities, minorities and vulnerable?

▪

Institutional positioning

◊ Name the normative documents which include these guidelines:

Inclusion of a greater number of people with disabilities, minorities and vulnerable contexts.

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The institutional positioning means adopting a clear and understandable position for all audiences with whom we are linked (external, public and internal). These issues require an explicit position and are contained in the institutional documents, be in agreement with the fundamental principles of the Movement, regulations and resolutions of WOSM and be made visible in the everyday actions of the NSO.

The number of members of the National Scout Organization is not the only indicator of the scope of our educational proposal in the national context. It requires active participation also in those territories and communities in which NSOs have yet been unable to produce a real impact.

▪

Are there any agreements by the decision-making bodies of the National Scout Organization (National Council, National Assembly) that encourage and ensure the full participation of people with disabilities from minority groups and those who are vulnerable?

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Do the normative documents of the National Scout Organization explicitly include guidelines that allow real inclusion of people with disabilities from vulnerable groups and minority groups?

Yes

Is the willingness to reach out to areas and communities that traditionally have not been looked after been reflected in plans and concrete actions, and sustained that respond to their needs by allocating the necessary resources for its implementation? ◊ Indicate the actions taken on this issue over the last year:

◊ In which Associative documents we can find this reference?

◊ Is its implementation up to date?

Currently on a global level on the issue of human mobility, it makes it necessary for organizations to establish response actions to meet this emerging trend1, creating spaces of containment, promotion and protection, but also foster and strengthen resilience processes and local integration. 2015 According to UNHCR there are about 65 million displaced persons and refugees worldwide.

▪

◊ Report training spaces that are currently in place to acquire these skills

Are there institutional strategies and policies in our NSO for possible inclusion of people who are in situations of human mobility -migrants, displaced, refugees-?

Yes

◊ In which Associative documents we can find this reference? The work for diversity and inclusion is directly linked to the promotion, protection and defence of human rights. This implies that the National Scout Organization must act concretely in the public and social sectors through various means to strengthen citizenship as an expression of full exercise of the rights of all.

▪ ◊ What have been the experiences over the last year?

Does the National Scout Organization have an active presence2 in the areas of debate and the defence of human rights and does it integrate this vision into their rules, procedures and daily practice?

Yes

◊ What areas has the NSO participated in the last three years?

Taking a stance on the issue of diversity and inclusion involves not only commitment but also taking responsibility for training adult volunteers of the organization so that they have the skills necessary to address these issues effectively.

▪

Do adult’s volunteers in the NSO have training options to acquire the skills to understand and address the diversity and develop processes of inclusion? 12

Referring to the Vision 2023 “By the year 2023 Scouting is the world leader in educational youth movement, allowing 100 million young people to be active citizens, creating positive change in their communities and the world on the basis of shared values. “ This active presence can relate to statements and public positions through campaigns, actions and publications. Also possible agreements with civil society organizations and NGOs active in the promotion and defense of rights.

◊ Have you assessed the impact of the educational emphasis on NSO members regarding the strengthening of citizenship?

It is not enough to speak of rights if people do not have the opportunity to exercise them, so it is necessary to promote and enable areas that allow the full exercise of rights. When the exercises of rights are guaranteed in the National Scout Organization, we are promoting that people (young and adults) can live and enforce them outside of the NSO. This vision should be a fundamental part of our proposal, contributing significantly to the fulfilment of the Mission.

▪

Has the NSO expanded areas of opportunity for participation and exercise of the rights of its members, creating the necessary conditions within a context of diversity and inclusion? ◊ Indicate the areas of participation generated in the last three years The actual inclusion is manifested in the empowerment of people; for this, the National Scout Organization should encourage and strengthen processes that contribute to the development, overcoming the practices that solve the problem temporarily but do not create permanent capabilities in people. It is therefore the evaluation and continuous reflection on our actions, which allow you to gradually adjust local interventions to achieve empowerment.

▪

Has the National Scout Organization identified the type of actions that promotes empowerment when faced with these developments?

The Mission of Scouting invites us to have an active and participatory role in building citizenship through the full exercise of the rights for the common good and this should be reflected in the dialogue and reflection on the socio-political and socioeconomic context in which it is part of the National Scout Organization.

▪

Yes

◊ Does the NSO have a record of actions taken to promote empowerment in which you can identify this situation?

Is the educational emphasis of NSO focused on strengthening the citizenship of its members, responding to the different political, social and economic and legislative context in which it is immersed?

◊ How do we communicate the actions we have identified?

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Have actions or inclusive experiences generated by the NSO been documented?3

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◊ Show the whereabouts in which these actions have been documented over the past three years.

Achieve full inclusion is a challenge for all organizations, which should be reflected in every area of institutional activities. Achieving inclusion is a process that requires investment in skills, resources and time, so that which is achieved is practical inclusion. This leads to dismiss excuses such as “we are not prepared, we do not have the resources, we have experts”, etc. and start acting with an inclusive thinking.

▪

Diagnosis process Have you identified the reasons that limit the inclusion of persons with disabilities, vulnerable or minority groups in the NSO?

Yes

◊ Does the NSO have a diagnostic document on this subject?

To define the scope of the proposed inclusion in the National Scout Organization, as a real option of development for children, youth and adults who are part of it, it is required that quantitative and qualitative data be available and that they reflect the actual context in which it is placed. We emphasize the importance of diagnosis as a fundamental start of the organizational planning processes to support our educational mission resources. The level of self-criticism with which the diagnosis is developed favour the process of Monitor, document and follow up on those good practices and experiences that are framed from the perspective of inclusion and diversity constitute fundamental tasks in this process of review of implementation of the Educational Programme and Institutional dynamics. When actions are documented, not only are providing frameworks and inputs into the National Scout Organization can also be socialized with other Scout Organizations in the Region and other Civil Organizations (local and / or regional). It should be clarified that each NSO chooses how to register and socialize such practices, according to their own institutional dynamics, needs and context.

◊ What are the main conclusions reached in these processes?

identifying the current level, then, define a continuous improvement processes. The NSO shall, during the diagnostic process, define: ● For and why they want to be inclusive and for whom. ● The current level of inclusion and the desired level in the medium term. ● The social project in which it wishes to be a participant and builder and in which it wants to advance. ● The level preparation for inclusion that currently exists the OSN. ● The institutional role and level of responsibility in building resilient communities that they want to become part of.

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◊ Does their implementation up to date?

Has the National Scout Organization established diagnostic mechanisms that show the situation in which it is located with respect to the theme of diversity and inclusion?

Yes

◊ Mentioning diagnostic mechanisms used in the last three years

▪

Supporting infrastructure Given the complexity of the context in which the National Scout Organization and the ways in which society deals with the issues, it is essential to create links and partnerships with government agencies and organizations that not only provide knowledge, but also provide the ability to generate develops sharing networks, program implementation and development. Also, this complexity makes it necessary to involve those external to our organization that contributes objectively and evaluate inclusive practices of NSO.

Has the National Scout Organization established mechanisms for self-assessment of rules, ideas, practices, resources and institutional capabilities to enhance inclusive practices?

Yes

▪

Has the National Scout Organization established strategic alliances to generate knowledge, ability and willingness to work with the theme of diversity and inclusion?

Yes

◊ Show alliances that have been established over the last three years.

NSO. Daily practice allows us to identify needs and interests that require new forms of intervention and management, which demand innovative resources.

▪

Has the National Scout Organization established mechanisms that allow it to identify and record institutional learning generated in the areas of dialogue, to share with everyone involved good practices and learning experiences? ◊ Mentioning the mechanisms used and the lessons learned

▪

Is there an institutional mechanism by which NSO reviews their educational and organizational practices to see if they are inclusive or not? ◊ Indicate the main conclusions reached by this mechanism.

Continuous improvement process Situations involving people with disabilities, minority and vulnerable groups generated in today’s world should not be seen as obstacles, but as an opportunity for development and growth for individuals and for membership of a 20

▪

Are the results obtained used as inputs in the feedback processes to improve inclusive practices that are carried out in the NSO?

Yes

â&#x2014;&#x160; Point to at least three results that have been used in the improvement process.

1 2 3 4

Agreements Policies Plans Strategies

5 Training 6 Promoting Rights 7 Empowerment

Institutional positioning

INSTITUTIONAL Supporting VISION infrastructure

Continuous improvement process

1 Registration -Mechanism 2 Use Results

diagnostic process

1 Diagnostic -Mechanisms 2 Self appraisal

INCLUSION OF PEOPLE WITH DISABILITIES IN SCOUTING

Photo: Escoteiros do Brasil

● What happens when we have a difficulty or problem that prevents us from fully develop? ● Who is a person with disabilities? ● What does it mean for each of us to be “normal” or “abnormal”? ● What are the limits of normality?

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● How do we relate to people with disabilities?

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● Is it possible the inclusion of persons with disabilities to Scouting?

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● What’s out position with the issue?

● What can we learn as a NSO from people with disabilities? ● What contributions we can make to people with disabilities in institutional life (Programme, training, administration)?

and permanent inclusion. One of the many points of references that you can take is to regard its approach in the 80s on “Scouting for All” in which a series of practical guidelines were given to achieve the purpose of inclusion.

Who are the people with disabilities? The Convention on the Rights of Persons with Disabilities states: “Persons with disabilities include those who have physical, mental, intellectual or sensory impairments (greater than six months) impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others “1. This means that people with disabilities are those with a condition (any deficiency or difficulty) and therefore may find limitations to develop daily activities. However, such conditions are also created and / or exacerbated by the social environment in which each person develops, so it is the collective responsibilities give effect to the modifications or adjustments necessary for the full participation of people with disabilities in all areas. So when we think of the person with disabilities, we should not only focus on the deficiencies or limitations of the person (whether physical, sensory, social or intellectual) but the environment in which it operates, the barriers found, and the possibilities that the medium can provide for greater inclusion. Scouting, as societies, has been changing its approach and practices throughout its history. Conducting a review of these prospects is possible to identify the on going effort to generate WOSM as a global Education Movement, a space of real Convention on the Rights of Persons with Disabilities. http://www.un.org/esa/socdev/enable/documents/tccconvs.pdf 1

Taking the document of the World Organization of the Scout Movement (WOSM) Guidelines: Scouting for people with disability2, For Scouting, a disability is a condition that could make it difficult to access or for participation of a youth or an adult in certain activities. That is why it is important to differentiate the concepts of impairment and disability. Deficiency is, according to the World Health Organization (WHO), any loss or abnormality, permanent or temporary, of a structural or psychological, physiological or anatomical function. It is including the existence or occurrence of an anomaly, defect or loss of a limb, organ or body structure or a defect in a functional system or mechanism of the body. Deficiency represents an organic disorder, a functional limitation that is objectively manifested in daily life occurs. One can speak of physical, sensory, mental deficiencies. Sometimes the same person has simultaneously two or more deficiencies. Disability It is defined by WHO as any restriction or limitation on the ability to perform an activity within the range that can be considered normal for anyone without disabilities. It can be temporary or permanent, reversible or irreversible. It is a functional limitation resulting from a deficiency, manifested in everyday life. An important aspect to clarify is that disability is something people have. The person “is not” disabled, but “has” a disability. This means that the fact is this person presents a deficiency is not inevitably disabled, but there are other factors, which come from the deficiency and the environment, which can cause disabling conditions. World Scout Bureau. Educational Methods, Research and Development. 2010. Guidelines: Scouting for people with disabilities.

For this reason, today, we are redefining the term disabilities, in such as the mismatch between the person and their environment, rather than as a result of deficiency of people (as expressed in Article 1 of the Bill of Rights of Persons with Disabilities that was mentioned at the beginning of the paragraph). Disabilities may be: Sensory and communication: They include decreased, or total visual, hearing and speech disabilities. For example: blindness, visual impairment, loss of an eye, loss of vision in one eye, deafness, decreased hearing in one or both ears, specific language disorders (either expressive language and understanding), and so on. Motor: It includes impairments and disabilities to walk, manipulate objects and coordinate movements (e.g. restrictions of different magnitude on the ability to move) and to use arms and hands, trunk or head support, as well as walking. Usually, these disabilities involve the assistance of another person or an instrument (wheelchair, walkers, etc.) or prosthesis to perform activities of daily life.

● Social cognition: all the knowledge and knowledge in relation to bond with others, with daily tasks, etc.; ● Executive functions3: Difficulties of different degree (depending on each case) in self-management skills, cognitive flexibility, planning and organization. Lack of Theory of Mind (ability to put oneself in the other, realizing that they own emotions and thought). In general, cognitive decline is related to symptoms as in different types of autism (including Asperger syndrome), attention disorders with or without hyperactivity, oppositional defiant disorders, among others. Intellectual disability, cognitive decline has similar characteristics. However, in intellectual disabilities, intellectual functioning is below the midline, and this decline is the same in all cognitive areas of the person (talking about an IQ less than 70). In turn, these limitations in intellectual functioning and adaptive behaviour4 must appear before 18 years old.

Mental: It includes cognitive decline and intellectual disability. Cognitive decline refers to different levels of difficulty in performing one or more cognitive functions: ● Language: A particularly expressive and comprehensive level within the social context, whether verbal and nonverbal (gestures, intonation depending on the context, onomatopoeia, etc.);

Executive Functions (EF) are those functions that represent the cognitive skills required to control and regulate our thoughts, emotions and actions. Also those that allow future planning and organizing the thinking and actions, among other important functions. FAITH develop over time, being located in the prefrontal cortex. They can be divided into three broad categories of skills:

● Information processing: difficulties in the way how to capture, process and provide an adequate response to the context;

□ Self-control:The ability to resist doing something tempting in order to do the right thing. This skill helps children to pay attention, to act less impulsively and stay focused on their work. They allow also organize a task, and even organize information from the outside differentiating it internal stimuli. □ Working memory:The ability to hold information in mind where it can be used. This skill is required to perform cognitive tasks such as interrelated topics, making mental calculations, and say whats needs to be done in order of priority. □ Cognitive flexibility: It includes creative thinking and flexible adjustments to changes. This skill helps children to channel their imagination and creativity to solve problems. 4 Adaptive behaviors are a set of actions taken by each individual to adapt to the surrounding environment, so they will produce better exchanges, learning and ensure their survival.

● Attention: both sustained attention (what is commonly called “pay attention” to something or someone), joint or shared care (when two a book reading or watching a movie), as latent (when performing a task, but we are attentive to what happens around: sounds, people, movements, etc.);

Cognitive skills, which are affected in Intellectual Disability, are:

DISABILITIES

● Communication skills, ● Self-care, Involve more than one type of disability. Also, those disabilities that are developed secondary to organic pathology.

● Social skills, ● Security and autonomy, ● Access to formal educational according to chronological age,

MOTOR Disability

MULTIPLES

● Motor skills,

Difficulties, alterations or deficiency to control movements or posture, manipulate objects or move autonomously.

SENSORY Disability

● Adaptive behaviour (adaptation to the environment). Finally, intellectual disability is not a disease in itself, but is always secondary to another underlying condition. Such is the case of Down syndrome, Fragile X syndrome, etc. In turn, mental disabilities are classified into three types: mild, mental and severe (or deep). Depending on the degree of commitment, a person may express certain skills and difficulties. It is therefore extremely important to offer learning experiences that enable people with intellectual disabilities, enrich their interaction capabilities within context and strategies of autonomy and self-worth. Multiples: They contain combinations of the restrictions described above, for example: intellectual disabilities and language disorders, visual and hearing impairment, amongst others. In this group disability is not considered in the above groups, as syndromes that involve more than one disability, disabilities caused by deficiencies in the heart, lungs, kidney, and chronic or degenerative advanced diseases that cause a disabling condition for example is invasive cancer, severe diabetes, and heart disease, among others.

VISUAL Decrease or complete absence of vision, either one or both eyes.

Marked limitations to express verbally. There may also be serious difficulties in verbal comprehension.

SPEACH Disorders

MENTAL Disability

SENSORY Disability

HEARING Whether cognitive decline produced by some mental or intellectual disabilities or mental symptoms. They are limited social skills, communication and learning.

Reduction or complete absence of hearing in one or both ears. It can create difficulties in language development.

Learning alongside people with disabilities

● Generating outreach channels and spaces of experimentation, taking into account the necessary adjustments according to the target population (young or adult).

Today, many children, youth and adults with disabilities do not have enough opportunities in society to rediscover themselves and develop because of the lack of inclusive spaces, the way their parents, relatives and friends behave towards their disability or their situation, among others. Therefore, Scouting can play an active role in the processes of inclusion: ● Introducing and involving people with disabilities in their educational concept. In this way, we can offer countless opportunities to discover their abilities, strengths, to prove themselves with other members of the group and to enhance those capabilities. The development of different types of activities will be conducive to the development of new capabilities in people with disabilities. ● Involving parents or other reference persons (professionals, members of society, specialists in the field) in the engagement process, aimed at strengthening new frameworks of learning and understanding for volunteering NSOs and to develop new skills in the people with disabilities. ● Encouraging other group members to accept and help children and youth who have a disability throughout the development of the Youth Programme; this will increase their self-esteem and create an atmosphere of understanding, solidarity and positive coexistence in the group. ● Ensuring that adults with disabilities who are members of the organization play an active role within the group will allow them to improve self-confidence and self-esteem, providing turn new learning opportunities for children and youth of the scouts units.

GOOD PRACTICES WHICH ENHANCE THE INCLUSION OF PEOPLE WITH DISABILITIES

● Is our scout group in a position to propose a flexible and creative programme for this person? ● Can this volunteer with disabilities carry out this activity? ● Can the programme offered be balanced with the needs of the other scouts in the unit or group?

ractices that favour inclusion are those aimed at strengthening inclusive areas, minimizing barriers and suggest scenarios that facilitate learning and participation.

These are collective-group and individual-singular practices. That is, commit the whole community: family, adult educators, volunteers, children, youth and other civil or governmental entities. In turn, each child or young person can present strengths and needs that are their own and that must be considered, although this is common regular praxis, it must be more so when developing and promoting inclusive methods of people with disabilities. Firstly to understand that we are in a context where we receive children and young people who have ways of learning, bonding and interacting with distinctive characteristics. That is why it is important first meeting with the family and the child or young person to know and understand such characteristics, so as to be able to create the necessary conditions to minimize the barriers and strengthen those areas that facilitate accessibility to educational method. In a second instance there is the need to discover the characteristics, strengths and tools necessary for active participation and full enjoyment of people with disabilities in the activities of the Movement; this is only achieved on the ground, through interaction and coexistence (sometimes progressive over time, according to the case) in the group’s activities. Having talked about the needs of the child and youth and reflected on the required measures, a decision must be made, for which the following questions will require answering:

As you can see, it is not a decision to be taken only by leaders. It needs to be discussed with all members of the group and the people who will work with, or will engage with and accompany the new member in our unit, looking at the following points: 1. The meeting area is adapted and has the necessary security measures for this person? If not, is it possible to make the necessary adjustments or get the required equipment? 2. Does our team of leaders have the necessary skills to take on the challenge or at least have the conditions to prepare for it? 3. If we consider the team of leaders does not have the necessary skills or their number is not enough, are parents or responsible caregivers willing to be present and give the necessary support? 4. If you consider that the unit cannot really offer what the person with disabilities requires, maybe another scout group nearby is better equipped to receive them? If we are unable to accommodate the person with disabilities, it is important: ● Communicate to the family the conclusions reached in the diagnostic process. ● Communicate to other members (youth and adults) in the unit why it is imposable for the group to welcome the child or youth with disabilities. ● Help the family if we know of another group is able to receive them. ● Let the relevant institutional bodies know of the decision. 39

If we are able to accommodate the person with disabilities in the unit, it is important:

Process of identifying the capacity to accommodate a person with disabilities

● Communicate to the family the conclusions reached in the diagnostic process and generate agreements on participation and mutual cooperation. ● Communicate to the relevant institutional bodies of the decision to include the person with disabilities. ●

Anticipate that all activities are accessible to the whole group, including people with disabilities.

● Flexible planning of activities, taking into account the different forms of communication (oral, gestural, visual), the quantity and quality of support, the need to anticipate and possible strategic alliances that facilitate accessibility. ● Assess possible architectural barriers for communication of space and resources. ● Involved in all process, where all possible, therapists or outside professionals who work with or are close to the person with disabilities.

Initial diagnostic: Interview the family (parents, mothers or those who are carers). Evaluation with the team of leaders. Evaluation of possible architectural modifications at meeting place. Assess the need for possible alternative resources. Working with the youth with the disability.

If WE ARE

NOT

IF WE ARE

ABLE

Communication to the family and the other members of the Scout Group.

Leave written reasons of the decision duly signed with the family.

Have duly signed written agreements with the family.

Let the management and supervision team know.

Let the child or youth with disabilities know entry process.

Get in touch with other scouts groups that can receive the child or young person.

Let the management and supervision team know.

Have support networks and consult with: family, outside professionals, civil society entities.

If possible, if any architectural modification of the area is necessary, do so before the arrival of new member.

A flexible and accessible proposal The Scout method by which children and young people work together in teams where everyone has a role to play, is the ideal place for support, both for those who have a disability and those who do not. A willingness and cheerful attitude can also play an important role, creating an atmosphere of trust within the group, thus facilitating the inclusion and commitment of the person with disabilities. It is the task of leaders after the institutional decision on the inclusion of persons with disabilities to move, to build a framework that will enable the equality and equity in access to the Youth Programme proposed by Scouting. A flexible and inclusive organization requires: ● Creating training programs for leaders, including workshops on the understanding of disability and diversity, skills development within the framework of personal differences, access to concrete examples of good practices as to generate ideas, among others. ● Provide for in situ support to enable the scout groups make changes (in the building or specific activities) as necessary. These supports can be from both inside the Scout Movement and external (civil associations, NGOs, government agencies). ● Establish a network of institutions, whether governmental or civil society1 who work around the themes of disability. Manage to establish contacts that

will serve as support, both in the design of proposals, development activities as well as resources in the context of adult education teachers. ● Distribute information about life, needs and skills of people with disabilities. ● Have in the NSO a committee to provide expert advice on the development of the Scout Movement being more inclusive.

The role of families Families, whatever their composition and shape, play a supportive role in the growth, maturation, development of social and learning skills since the person was born until they are placed in the social sphere. Therefore, it constitutes a very important part of the time to learn the historical references, needs and strengths of a person. In the case of people with disabilities there are families who can inform us about what kind of support is required, as also what are the persons skills, tastes (TV programs, food, music, sports, games) and preferences. On the other hand, it is important to know what are the expectations that parents, mothers or other family members have in relation to Scouting; if they know the educational method. In turn, it is required to communicate clearly what are the distinctive features of the scout group of which they will be members (location, time, duties of members, the make up the group, type of activities, etc.). These first clarifications and agreements are fundamental so as to have a clear view, so as not to create high expectations that cannot be met.

An example of these is Austim Speaks (Let’s talk about Autism), an association of parents of people with autism and developmental disorders, whose mission is to spread, awareness, seek training, among others related to the topic of Autism practices. http://tgd-padres.com.ar/ http://autismspeaks.org/.

It is necessary to create a climate of dialogue, cooperation and commitment with the families, informing when we have any problem or do not know how to deal with a situation. In turn, being a different educational method from formal education, it becomes a space where you can get important and useful infor-

mation for the development of the individual concerned and to enhance their personal autonomy and enhance social inclusion. In short, we suggest: ● Conduct interviews that the group of leaders require with families. ● Clearly communicate the educational proposal of the Scout Movement, the scope and limitations thereof, as well as the features own group. ● Anticipating the types of activities, times, possible modifications or support that may be required to promote accessibility to educational activities. ● Being aware of the knowledge and expectations of families in relation to Scouting. ● Leave written record in the minutes of the agreements and commitments that are made with families. ● Maintain fluid communication with families, setting as a priority the full inclusion of persons with disabilities to Scouting.

The Stigma of overprotection It is important to ensure the welfare of all members of the group, protecting their physical, mental and emotional integrity, ensuring that all involved are well informed of all matters relating to the protection of children and young people and the right of -children or adults- to privacy and dignity people, preserving their rights. 44

Often in the usual treatment of people with disabilities we shrink from or we get carried away by the perceived image or that built by media and by our preconceptions, as well as by the contributions of others and not from what results with our approach to disability. One of the paradigms that we must break is overprotection. On the issue of disability, help is not the same as overprotective; help is to give the person the opportunity to function autonomously and accomplish the things they want. Overprotection of people with disabilities is generated at the thought that they are not able to learn certain attitudes, skills, abilities and aims to provide what they can do for themselves and “take care” of the surrounding environment because that environment is often seen as threatening. This often generates greater limitations that disability itself, reaching levels that instead of enhancing capabilities, only emphasizes marginalization. Our caring attitude usually is almost naturally directed to help the weakest; in this sense, we may be difficult to avoid overprotection, which becomes somewhat complicated, because you can reach when least expected without being aware of it; therefore, the person with disabilities should be allowed to explore their environment but with supervision. Ideally, someone to accompany them on this exploration so they can learn safely, stronger bonds is created and they end up controlling their environment. This way, you develop more confidence and better interaction with the world around them. The ideal is to protect not overprotect. We must encourage the person with disabilities to investigate, discover and learn and, above all, speak clearly so that it relates to the their self-confident and they not feel left out. Some considerations to avoid overprotection: ● Be natural, if we do not know what to do let the person with disabilities know. 45

● We have to be positive and always look at what the disabled person can do for himself or herself. ● Convey optimism. ● Be with them in a positive and natural way, serve as a means of approach to others and reduce the barriers that are set when generating links. ● Be attentive to promote the inclusion of all / as in the group. ● Be fair and inclusive means that all members have obligations and roles within the group. People with disabilities should have the same obligations as others, but adapted to them; before their misbehaviour should be treated like the rest. ● Removal barriers it is not the same as doing things for them; we favour autonomy and self-management. ● To live in a group everyone has to develop respect for others and learn how to behave in a group. There are people with disabilities who have not developed some social skills for group living; in this case, they may need support prior to joining the group.

Adults with disabilities in Scouting For what function can adults with disabilities be incorporated into Scouting? can adults with disabilities interact with children and young people?, how do we create the conditions for a real and concrete inclusion of adults with disabilities, stressing their capacity as adults? The foregoing and other questions arise when thinking about the inclusion of adults with disabilities, especially in cases where people with disabilities have 46

experienced the educational programme as youth and as adults today continue within the Movement. While there are no complete answers to these questions, we need to think beyond the type of disability, we are talking about adults. That is, people with abilities to decide on what they want to do and where they want to be. They are people with ability to identify their strengths and limitations. People who should express their decision to adhere voluntarily to Scouting and understand what it involves to volunteer as leaders in direct contact with children and young people or management roles within the organization. And as is usually done with other adults, they should also know: ● The functions expected of them. ● Needs of the work involved (which are not always related to encourage the educational programme). ●

The agreements and commitments (in relation to the method and training system).

● In what management areas they can collaborate in. We must remember that the different management levels and functions can be valid spaces for adults with disabilities to volunteer in, especially for those adults who because of their functional abilities cannot work in educational programme activities2 It is important to consider the development of input or tools that can be included in training and the education of adults with disabilities who voluntarily adhere to Scouting. Contemplating the functional needs of adults in order to promote better learning conditions and exchange with other adults (alternative communication systems-for people with hearing loss or communication disorders orally, braille writing and adapted reading material, etc.) Such is the case of those adults with intellectual, emotional or severe motor disability.

The recommendations described in this document apply to all members with disabilities who are or will be part of the Scout Movement; that is to say the same goes for active participants in the programme and adult volunteers. An important aspect in working with adults, as with children and young people, is to achieve understanding as to the commitment (scope) that they perform when they adhere voluntarily to the Promise and Law and Fundamental Principles of the Scout Movement. This can be a great tool to promote positive attitudes and new learning skills.

Costa Rica: The National Scout Organization generates training programs for adult leaders in charge of a group of interdisciplinary professionals. In turn, they generated their own material related to the inclusion of persons with disabilities to Scouting. Ecuador: With the formation of adult volunteers, we are encouraging welcoming people with disabilities to group life. It is established that the Scout method contributes to effective inclusion and a number of useful tips for dealing with people with disabilities. http://www.scoutsecuador.org/site/sites/default/files/biblioteca/Manual_DirigenteFinalNelVill_2015.pdf

Experiences In more than 100 years of history in our region we have developed different experiences, we will share just a few of the most recent to describe the most important ones. â&#x20AC;&#x153;For the Scouts of Nicaragua it is our first camping experience with youth with disabilities. At the beginning we had our doubts but today we realize that there are no differences, barriers are put up by ourselves. We have a lot of interest and willingness to work with young people with disabilities. â&#x20AC;&#x153; PAOLA-SCOUTS OF NICARAGUA

Argentina: National Youth Programme Policy. Annex: Scouting with the people with disabilities.. Adopted in 2011, the purpose of this policy is to encourage the inclusion of children and youth with disabilities to be active participants of the Youth Programme, outlining actions at the national, regional and group level. Nicaragua: Through participation as camp animators for young people with disabilities, several activities related to the game, participation, leadership and teamwork are implemented. The Scouts of Nicaragua organize these meetings with other civil organizations in society and government. 48

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INCLUSION OF PERSONS IN VULNERABLE SITUATIONS

Photo: Escoteiros do Brasil

● How to identify a person who is in a vulnerable situation? ● Do we realize that we are all vulnerable? Is there any vulnerability which is most relevant within our context and to which we should pay special attention?

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● Has the NSO identified activities in different situations and contexts, which they promote that, can be classified as assistentialist?

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● Are adults offered the skills so as to differentiate between

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activities that strengthen and develop capacities for including those that generate dependency on assistance for people in vulnerable situations? ●

Can the NSO identify the limits and difficulties in the development of the Youth Programme in complex (social, political, economic, etc.) contexts for the inclusion of vulnerable people?

● Does the NSO have a number of strategic alliances that contribute to complement the actions of Scouting for those who by their vulnerability require additional support? ● Does the NSO have a strategy to develop Scouting in areas in which people are vulnerable? ● Does the NSO generate a significant number of actions, which, within activities of the Youth Programme to improve the lives of

people in vulnerable situations, generating a positive impact on the community? ●

Does the NSO have a current analysis of the social, economic, political and cultural contexts in which people are vulnerable and from they’re to an institutional approach?

●

Do the values promoted by the NSO contribute to children and young people who may be sensitive to the problems being experienced or where people are vulnerable?

● Do our training systems contribute to understand the context of vulnerability and develop skills to carry out the Youth Program alongside people who are vulnerable?

between the physical and mental state and specific conditions of their environment. The result of this relationship then determines the environment in which this person, which can be favourable, unfavourable or barely adequate.

Who are the people in vulnerable situations?

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Vulnerability is one of the many features that the human being has, so there is no one who can be considered invulnerable, it is necessary to emphasize that, in one way or another, we are all vulnerable. The Economic Commission for Latin America (ECLA) states that the vulnerability is the result of exposure to risks, coupled with the inability to face and the inability to actively adapt to its consequences. It also notes that the notion of social vulnerability is related to socially vulnerable groups, whose identification is due to different criteria: the existence of some contextual factor that makes them more likely to face adverse circumstances for social integration and personal development (groups “at-risk”) the exercise of behaviours that involve greater exposure to harmful events, or the presence of a shared basic attribute (age, sex or ethnicity) that are supposed risks or causes them to common problems1. The above can be summarized as follows: “Vulnerability = exposure to risks + inability to confront + inability to adapt actively”2 However, depending on our resilience to what we have to face, everyone is vulnerable in varying degrees. Everyone is characterized by the relationship Economic Commission for Latin America. 2002. Sociodemographic vulnerability: old and new risks for communities, households and individuals. Separate. Electronic document LC / W.3 2 Idem.

Whoever is in a situation and in a safe context reflects positive exchanges between themselves and their environment. Consequently, when someone comes across a vulnerable situation, facing negative exchanges, affecting their physical, emotional and / or mental well being, hindering their development and social interaction, besides damaging their capacity to adapt to the environment. Clear examples of this are the events that generate disasters or catastrophes, since the consequences they generate will depend on our ability to cope with such situations. The concept of vulnerability to which we refer does not refer only to what we traditionally associate with areas of poverty or economic exclusion. Often understood to be similar to concepts of vulnerability and poverty, however, “although people living in poverty are often among the most vulnerable, not all vulnerable people are in a situation of poverty”3, But also integration issues, exclusions or vulnerabilities related to gender, ethnicity, age; that is to say different factors linked in with social inequities that put those involved in vulnerable situations, and therefore are limited not only to access to basic conditions of livelihood, housing, health, food, education and welfare but also school / employment, leisure and free time, the capacity of participation, access to information and opportunities. Therefore, one can say that people in vulnerable situations are those who, because of their characteristics (endogenous) and its relation to the context (exogenous) may have a greater impact with regard to it in relation to others, presenting thus a higher rate of the rest of the subjects victimization. It is noteworthy that all people are vulnerable and all rights are also subject, born equal in dignity and rights beyond our origin and condition. Several factors have identified that create situations of vulnerability among these:

Caroline ON Moser. 1998. The Asset Vulnerability Framework: Reassessing Urban Poverty Reduction Strategies. Washington, USA.

Factors

ENDOGENOUS

Factors

EXOGENOUS

Age

Economic situation and structural poverty

Disease or health conditions

Employment status and unemployment Widespread violence (gangsters, terrorism, drug trafficking, trafficking in persons, etc.)

Disability

Location and contexts of high environmental or social risk

Sex or Gender

Educational level and difficulties of access to education

Exercise of rights Sexual identity or sexual preference

Political context

Family, personal, capital links

Political persecution, wars Access to exercise rights

Ethnic origin

Situation of displacement, migration or shelter (human mobility)

Belief or religion

Developing Scouting in territories and areas of greater vulnerability As a starting point, diagnostic process of the environment Within the diagnostic process, we need to establish a first instance will be a “meeting”. This first approach will be aimed at mutual understanding: ● On behalf of the Movement, the reality surrounding it; ● Of behalf the vulnerable community getting to know Scouting, its method, institutional and organization methodology. ● People in vulnerable situation: about their possibilities, abilities and interests and their possible relationship with the Scout Movement. In a second instance, we can call “building”, where the different parties will determine the benefits they can bring to the educational proposal of the Movement and to the community as well, what aspects are necessary to adapt, what needs to be covered and what are the resources, among others. Within this ”building” stage, each group or scout district may obtain the necessary information from those involved or even generate their own information, so as to define together with the community and community organizations sectors where developing the Youth Programme is a priority. It is ideal that this process takes place in the vicinity of their meeting place. It is desirable that in the first two stages, the approach to the vulnerable communities is developed in the framework of a proposal to support and work together. We require to understand the type of activities offered by Scouting and 57

educational opportunities that can be employed, particularly those expressing the active and transformative solidarity, creating links between people, assisting in the development of social networking in the Community framework. It is important to understand that we should not wait for someone to ask for our help, but offer it to the communities that have been identified, in a joint construction of local agendas and in this framework contribute to reduce lack of balance between the two. The diagnostic process can be concluded once we reconstruct the action to be taken: ● What will be the community in which we will develop the Youth Programme? ● Who are those involved. ● What are the strengths and difficulties (identification of limitations)? ● What aspects of the Youth Programme must be adapted ● What are the agreements and frameworks (flexibility in the task)? It is essential that the work process contributes to learning of coexistence: the treatment received by each person who comes in contact to our NSO (as it is when the NSO contacts first) will be critical to generating inclusive proposals, whether to add people in vulnerable situations and contexts, and to develop a sense of inclusion and promote the development of our Mission. Recovering popular and community knowledge is a valuable contribution when forming an inclusive NSO, in this regard, taking into consideration the opinion and experiences of membership found in the most vulnerable areas / contexts and / or those who have overcome situations of vulnerability can make a big difference in the development of our inclusion strategies. This will allow empowerment, provide a sense of belonging and acceptance to those who have gone through an episode of vulnerability and make others sensitive generating an opening: adult-youth and youth-youth confidence. The latter can contribute 58

to the generate a greater capacity to resilience in young people and provide effective care to adult. It is worth noting that when we talk about communities in contexts of vulnerability we not only refer to certain geographical areas defined as a territory, but we refer to communities that may be related to minority groups (communities of African descent, migrant communities and refugee communities native peoples, amongst others), communities, that can be rural or urban, or communities of specific sectors of a territory. Facilitating opportunities for critical reflection for the causes of vulnerabilities and their consequences, such as social and economic, political phenomena in communities, contribute that since childhood young people become aware and become useful citizens to their communities, thereby fulfilling the mission of Scouting. Values of cooperation, solidarity, citizenship and the acquisition of new knowledge, skills and competences are for those who work in vulnerability communities contexts which can make them visible to both people of these communities and for children and young people involved activities Youth Programme. Vulnerabilities can be a starting point to work on improving the community and, from there, build a better world. An example of this can be involvement in disaster risk management, promoting resilient communities, working both on disaster preparedness and recovery processes in the territories where they have occurred. Other examples of vulnerable contexts are people in situations of human mobility, IDPs, migrants and refugees who have much to contribute to our communities, therefore the added value of their knowledge, skills, professions as well as their own cultural contributions to our communities. This implies a great challenge for Scouting as a fraternal space that contributes to the process of local integration.

INCLUSION OF PERSONS BELONGING TO MINORITY GROUPS TO SCOUTING

Photo: Escoteiros do Brasil

● Do we have knowledge about what are minorities? ● What do we need to know about acting with minority groups? ● What minority groups require particular attention in our country? ● Are there appropriate mechanisms to integrate persons belonging to minorities?

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● What activities are currently underway to increase the representation of minority communities in our groups?

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● Are there national laws that protect minority groups?

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Do we have adequate policies and programs to achieve effective enforcement of national laws that protect minority groups?

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What position should the NSO have towards minority groups to be consistent with the Fundamental Principles of Scouting?

● Do we apply a gender perspective in the development of our activities? ● Do we create partnerships with NGOs or take into account their point of view regarding the treatment and integration of minority groups? ●

How to ensure the effective participation of minorities in advisory bodies and decision-making (networks, assemblies, councils, etc.)?

● Is our Youth Programme reaching all social groups who are a minority in relation to the existing proposals in society?

Who are they considered minority groups or minorities? The Declaration by United Nations on the rights of persons belonging to national or ethnic, religious and linguistic minorities1 adopted by consensus in 1992, it refers in Article 1 to minorities on the basis of their national or ethnic, cultural, religious and linguistic identity, and that States protect their existence. As defined in 1977 by Francesco Capotorti and then adopted by the Sub-Commission on Prevention of Discrimination and Protection of Minorities, a minority is: “A numerically smaller than the rest of the population of a State group, which is not in a dominant position and whose members are nationals of the State, have different ethnic, religious or linguistic characteristics from the rest of the population and show, if only implicitly, a sense of solidarity to preserve their culture, their traditions, their religion or their language”2.

The main challenge at present is to extend this framework and discuss whether other groups also constitute minorities (persons belonging to political groups or sexual identity or gender -homosexuals, transgender- women, children, the elderly, among others groups). In turn, it is necessary that countries and societies identify the presence of national minorities or internationally displaced (people in situations of human mobility, migrants and refugees). Why is it precise to have accurate identification? Because it is the State that has the primary responsibility for ensuring individual right; as such, it can art with the whole of civil society organizations -committed from human rights-approach to assist in meeting them and provide lasting solutions to minorities. Effective participation of people belonging to minorities in the political, economic, social and cultural life in the country where they reside, as the tool to preserve their identity and prevent their exclusion. For our movement it is vital as provided in Article 2 of the Declaration, which mentions, “minorities have the right to participate fully in all aspects of life in society.” The substantial importance of this approach lies in the thinking of building a better world where everyone can live harmoniously, preserving their culture and identity, dialogue from the differences and diversities so that societies is inclusive, as well as their organizations and, of course, this includes NSOs.

Currently, the international community fails to reach a consensus on providing a finished minority definition. The aforementioned definition is as strong limiting criteria on nationality, ethnicity, religion and language and the depth of the concept.

http://www.ohchr.org/SP/ProfessionalInterest/Pages/Minorities.aspx Francesco Capotorti ,. 1979.Study on the Rights of Persons Belonging to Ethnic, Religious and Linguistic Minorities. UN Doc. E / CN.4 / Sub.2 / 384 / Rev.1,para. 568. http://www.ohchr.org/Documents/Publications/MinorityRights_sp.pdf

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Adding the participation of people belonging to minority groups to Scouting Recognised National identity

Ethnic origin

Cultural identity

Religion

Language

Focusing on education, some of the difficulties in access to education that minority groups face are: physical access to schools or spaces for non-formal education, the language barrier, not to be considered full citizens, among others. This may include situations of discrimination. It is important to note that these features vary from country to country (and even between regions within the same country) because of their socio-demographic reality; we must understand that not all solutions work or are suitable to the same extent in all cases.

MINORITY GROUPS Sexual identity

Women

Children

To analyze

Beyond the fact that there is no internationally agreed definition of which groups constitute minorities3,1what has been determined are common characteristics to all minority groups, including the disproportionate and unequal access to education (formal and informal) quality accessibility, depriving them of the opportunity to develop their potential to contribute both their communities and society in general.

Older adults

Politic ideology

Before planning any action for the inclusion of a minority, we need to know the reality of that specific group, jointly with needs to attend. This point is crucial when proposing the way we approach educational method of the Scout Movement based on the reality of minority groups. However, the diversity that exists in our region and, as we have already noted, the variants that exist even within the same country, make us need to rethink our actions and overcome some of the most frequent questions we ask about minorities. http://www.ohchr.org/Documents/Publications/MinorityRights_sp.pdf

Some frequently asked questions usually made with reference to minority groups are:

Are indigenous peoples considered a Minority?42

Are girls and women considered a minority? In some countries or regions, where there are highly patriarchal communities, where gender roles are rigidly defined and found negative for women, who are considered minorities, perhaps not at the population level, but in the scope of participation in society.

In some countries, even where there are laws that promote respect and protect and encourage the active participation of indigenous people, it is the same society that, in some cases, only recognized as a group that with a strong attachment to their ancestral lands and the natural resources on them, limiting their impact on the national dynamics, thus considering a minority.

This type of strict behaviour in some countries generates situations of gender violence observed the marked increase in femicide in this vulnerable group.

From another perspective, we can cite the example of Bolivia, a country that according to the Constitution of 2009 “is based on plurality and political, economic, legal, cultural and linguistic pluralism, within the integrative process of the country”53Considering there are nearly forty indigenous ethnic groups.

Are migrant people, refugees and internally displaced persons, that is to say, those in situations of human mobility, a minority?

In this sense, it is the political, economic and social perspective that considers a group as a minority. There are countries where the dominant (or hegemonic) culture and power sectors are those that define the groups and subgroups from a sociological or economic perspective, assigning attributes and a certain value and social place. This often leads to the invisibility of minority groups, which should generate action in public awareness to mark their existence and stress a way to claim their rights and social recognition by States and by society.

We can ask the same questions related to other groups, such as migrants, refugees, those internally displaced, taking into consideration that “States have an obligation to protect the rights of all persons who are subject to its jurisdiction. Exceptions to this principle expressed concern, among other things, political rights”6.4

Sometimes these minority groups fall into situations of discrimination and marginalization by the media and the different sectors of society. Isolation of their rights, marginalization and discrimination are some causes of increased vulnerability of these minority groups, deepening inequalities and social inequalities, both political and economic.

http://www.ohchr.org/Documents/Publications/MinorityRights_sp.pdf Plurinational State of Bolivia. 2009. State Constitution. Article 1.

Each country has legal systems that provide or not recognition to foreigners of a particular immigration status. Colloquially in some cases they are called “legal” or “illegal”, but we know that no human being is illegal; in any case they are included or not in a particular immigration status. In some countries the lack of official statistics makes it difficult to determine whether it is possible or not to consider people in situations of human mobility as a minority in relation to the total population. In the absence of citizenship or legal residence and, therefore, the full enjoyment of rights, the degree of vulnerability of these groups is compounded because of

4 5

http://www.ohchr.org/Documents/Publications/MinorityRights_sp.pdf

discrimination from the rest of the population or the cost assigned to the rules of regularization as legal status in the country, they resort to self-isolation, which in many cases is reflected in marginal situations in access to education, health and even down to not having legal documents (birth certificates, identity card, passport, etc.), which prevents them from actively being part of society. This situation varies from country to country, as social migration and political policies that recognize the rights of migrants, refugees and internally displaced depends on if countries have treaties and international conventions and the degree of compliance with the obligations the State assumes. It is expected that the higher the degree of total or partial adherence to these instruments of international law are best (or should be) state policies aimed at these groups.

rried out locally, affecting in some way in the local community by having contact between peers and their families. The challenges are different by which migrant people and refugees must face to achieve their basic and daily subsistence; the integration of children and youth in the education system and adults into employment are the first to be considered. Aspects that can also help and contribute are informal networks within scouting which give support of those most in need.

This is where Scouting can also find the opportunity to be useful to people in situations of human mobility as part of a true culture of peace and service to build a better world. Today the world is convulsing under the phenomena of human mobility because of wars, hunger, unemployment, poverty, violence (narco), climate change and disasters, among others. To know and understand the roots of these phenomena enables us to gain a broader, more caring and more humane perspective. The United Nations system and nation states are looking for alternatives to find sustainable solutions to a growing global problem that affects all latitudes on all continents. The closing of borders, building walls, marginalization and lack of access to basic rights are the cause in the increase in xenophobia and discrimination of these people. Various situations are displayed in our region, from immigration problems of Central American populations (in the so-called the Northern Triangle) to the increase in requests for refuge status in the countries of South America. Given this context, Scouting can play a role of prominence for thousands of children, youth and adults contributing to local integration processes, facilitating socialization and helping in the rediscovery of a new culture in host communities. The characteristic spirit of brotherhood in Scouting can assist in developing positive atmospheres in small groups and units where the Youth Program is ca-

GOOD PRACTICES THAT ATTEND TO THE PROCESS OF INCLUSION OF PERSONS IN VULNERABLE GROUPS AND MINORITES

Assemblies - as they are those who set the standards. Once the standard is established, the task will be to sensitize the membership.

Avoid “welfare” activities. By welfarism we understand those social welfare options, as being temporary and solidarity, they create dependency on the target population; while recognizing that direct social assistance is a good practice, welfarism can have negative effects on people and communities. The NSO should promote the implementation of planned activities, which are organized and defined which enable, facilitate and strengthen the capabilities resources both internal and external of each member in the organization, enabling the harmonious development of health, personal fulfilment and social integration, indispensable qualities that contribute to form resilient people. Development and strengthening of social inclusion. Given the importance that this issue represents, it must be contained within the training scheme at different levels of training, obtaining, from the beginning, a comprehensive understanding with an inclusive approach so that the practice of inclusion, beyond an imposition, flows naturally facilitating coexistence among members of the NSO. Offer the skills and abilities of inclusion to leaders from the beginning of their training will enable them to respond more adequately and naturally at a time when person specially vulnerability present themselves. They can then detect more efficiently cases that require follow-up, as they will have a framework that supports and provides security in their decisions, reducing barriers, fears or insecurities that often occur before the unknown. Identifying possible limitations. Having a good attitude is essential part of achieving the inclusion; however, it is required that the NSO identify those limiting contexts, either structural or technical that restrict the action and scope of the implementation of an inclusive programme. ● Structural constraints. This refers to the lack of openness to address the issue, the existence of systems and / or policies that contradict the implementation of an inclusive programme. This limitation should be settled first, sensitizing members in the decision-making bodies, National Councils and 74

● Technical limitations. It refers to those skills required (language, attitudes) that require adults to address specific situations. While mentioned earlier that adult volunteers must receive adequate training to develop the skills and competencies for necessary care, it is possible to deal with specific cases where specialist care is required. In these cases they can be met in two ways: o Channelling a case to a specialist or corresponding institution. o Collaborative work with specialist advice to contribute to the proper development of inclusive activities. A situation is considered beyond the reach of the Movement any case that present signs, symptoms or behaviours that endanger the physical or emotional integrity of any person or member of the scout group involved. Agreements with external actors to facilitate appropriate care for vulnerable people. Given the wide variety of vulnerable situations, it is very complex that educators provide all the necessary tools to respond to all cases. While it has been suggested to provide skills and abilities, they will attend to immediate situations, however, as we have mentioned, it requires specialist advice to offer support to the NSO. The NSO has the responsibility of identifying institutions dedicated to meeting these needs, to enrich and provide a complementary view to the programme, obtaining an accessible, friendly and reliable standard. Once it have identified the institutions that can be part of this group of advisers it is recommended that the NSO through formal structures, generate the approach, management and cooperation agreements to receive advise and deal with cases of people living in vulnerability that are outside the scope of the Movement. Once the agreements or arrangements with the institutions are made, it is necessary that leaders are up to date with information, procedures and protocols 75

to be followed in each of the institutions, either to channel cases out of their reach or requiring accompaniment, create groups or seek advice to enrich the Youth Programme so it is accessible and inclusive, providing care for people in particularly difficult situations. Developing actions that include vulnerable people and minority groups. In order to help prevent victimization, intimidation or reprisals, each NSO must implement programs or become a sharer of existing actions to address the needs of those vulnerable and minority groups (according to reality of each local) such as women, the elderly, the homeless, ethnic minorities or people with disabilities, where the coexistence of members who do not show any of these qualities, in order to contribute in reducing the feeling of marginalization and exclusion.

AVOIDE

DEVELOPE AND STRENGHTEN

wllfare pratices

DEVELOP

inclusive actions

inclusion

GOOD PRATICES

ESTABLISH AGREEMENTS WITH

external actors

IDENTIFY

possible limitations

The process to add to persons belonging to minority groups or who are vulnerable to Scouting Getting people to join Scouting always requires a process, been more important when we aiming getting people belonging to a minority or vulnerable group. Here we propose how to do it in three steps:

A. Determine the context in which the OSN takes part The first step we must take to add people from minority groups or vulnerable to Scouting is to determine the prevailing characteristics which is part of the NSO, through qualitative and quantitative data environment, disaggregated by sex, race, ethnicity, disability status, poverty, access to education, progress of children who do not speak the dominant language1, religion, nationality, among others, in order to assess the needs that can be addressed through the Youth Programme. Consider the views of persons belonging to minority groups are key and are an initial step towards actual participation. If we seek to integrate, we need feed back of their vision to know what their needs are, so that they can be addressed through projects, partnerships with governmental and non-governmental organizations that promote improving the quality of life of people in these situations and ensure respect of their dignity and rights as an expression of peace. http://web.archive.org/web/20130314010538/http://www.ohchr.org/Documents/HRBodies/ HRCouncil/MinorityIssues/Forum_On_Minority_Pub_en_low.pdf

B. Educate Once we identify the groups to be attended, and before offering a proposed programme appropriate to their needs, we are required to provide our adult leaders the necessary training and adapt the educational material in the native languages of these groups. In the above context we would then integrate people with the right materials, they could form groups in their hometowns and in turn they are facilitators of a cultural exchange in order to increase the desired impact. Programs for vulnerable groups and minorities should include both youth who will be future leaders and adults to meet the needs of members from a variety of sources to develop leadership skills and training of other young people through training continuous and comprehensive. This without neglecting the human rights of non-minority groups so they know how to serve this population.

C. Involvement The last step would be the effective participation through the spreading of information and the active promotion of human rights, including the right to non-discrimination. Inside the National Scout Organizations it should be encouraged to have the participation and representation of people belonging to minorities in executive and decision-making bodies, as mentioned in the Dimension 9 and sections 0901 and 0902 Global Support Assesment Tool (GSAT), which highlights the importance of growth potential, noting that this growth is achieved and should take into account the social and geographical distribution across the Organization, as well as the different segments of the society2, This being a good practice in the implementation and development of projects, working groups, ensure that they enjoy the right to vote, to be elected and freedom of expression.

http://scout.org/sites/default/files/news_files/GSATStandardv1.2_ENG%2815.10.14%29.pdf

Possible models of integration of people living in vulnerable and minority groups3

scout group. In addition, it is highly desirable that the adults of the vulnerable and / or minority community be motivated and committed to be involved in Scouting, requiring a flexible attitude, beyond their customs.

Model 2 - Satellite Unit In this model, a scout unit, largely run by people of a vulnerable community and / or minority in particular opens within an existing scout group.

There are three main models that can be used to work with people in vulnerable and minority groups. Each model has its advantages and disadvantages, but each has its place. In addition, each are concrete examples of good practice in the inclusion processes of Scouting.

Among the advantages of this model is that the existing structure of the scout group is used, so that support for the new leaders would be available immediately and they have people in the group with experience, allowing the exchange of ideas and providing advice.

It is clear that the decision about which model to use should be made jointly by the local scout group and members of the community in question. On the other hand, they are flexible models adaptable to each situation.

In turn, the new unit would be supported by a specialist obtain the support of parents. Over time, of course, joint activities and events can be used to integrate adults and young people across the scout group.

Model 1 - Integration

This model requires an opening by all members of the existing group, to be receptive to the idea and be sensitive to possible changes, perhaps including the need to adapt longstanding practices.

This model implies that adults and young people from vulnerable communities and / or minority join an existing scout group. This could start with an interested adult approaching a scout group, offering to become a leader or member of the support group, and then encourage young people of the vulnerable and / or minority community to join the scout group. The advantages of this approach are that members of vulnerable and / or minority community begin to integrate naturally while providing a valuable learning opportunity for other members of the scout group to get involved with a new reality. In order to be effective, this model requires an existing openness and receptiveness to this way of working, with the willingness to adapt their practices as a 3

Taken from: https://members.scouts.org.uk/factsheets/FS185019.pdf

In turn, a number of vulnerable adults if the community and / or minority will be committed to initiate and direct the unit as required, considering their learning curve will be prolonged.

Model 3 - New Group This model is to open a new scout group within the vulnerable and / or minority community. This model tends to be particularly attractive to the community, allowing the scout group to develop in a culturally appropriate style, which is likely to be quite important for many people, especially in reference to the issue of identity, thus having the support of parents and others in the community. 81

The model requires, however, a large number of adults involved, as well as the necessary equipment, a meeting place and sufficient finance etc., in order to operate properly.

the recovery of the environment, together with the Red Cross and UNICEF. Humanitarian and social action, supporting the development of the communities themselves.

Adults in the community involved in the scout group will face a steep learning curve, especially if they have not been involved in scouting previously.

Costa Rica: Guides and Scouts for a weekend. The NSO organizes and encourages camps for children and youth who are social vulnerable between the ages of 7 and 14. The purpose of these meetings is that children have the opportunity to live a weekend in a Guide and Scout style, where they perform outdoors, recreation, Guiding and Scouting experience, implementation of the educational method, principles and values of Guides and Scouts. Also, it aims to provide children and young who are not part of the Scouts and Guides Association, the opportunity to live the educational programme this movement offers. Participants of this event in particular are children and youth receiving support programs of the Municipality of Alajuela, the National Children’s Trust (PANI) and the Joint Institute for Social Aid (IMAS). http://siemprelistos.com

Considerable support and guidance must be received from outside the group, both at district and national level, possibly over a long period of time.

The experiences “We firmly believe that every child and young, regardless of their social or economic situation, deserves the opportunity to reach their full potential”. Scout Experience: Ready for Life. Mexico: Scout Experience: Ready for Life. In the city of Tijuana, on the border with the United States, Scouts of Mexico in cooperation with the United States Agency for International Development implemented a three-year project to strengthen the capacity of children and youths at risk between 7 and 29 years of age, to play a productive role in their community. The project aims to support the efforts of the Government of Mexico on education, health, social development and security, as well as its National Programme for Social Prevention of Violence and Crime. http://www.experienciascout.org.mx

Brazil: Amazon Scouting. The Amazon Scouting project was created with the intention to help transform the reality of children, teenagers and young people living in the region of Alto Solimões, formed by the cities of Tabatinga, Benjamin Constant and Atalaia do Norte, in the south-western Amazon. A distance of 1,200 kilometres from Manaus, and on the border with Peru and Colombia, the region is susceptible to a drug trafficking route, particularly threatening to the future of young people. Seeing this scenario, they joined local communities to develop Scouting and contribute to the awareness of the risks of drugs on indigenous groups. The aim is to encourage youth participation, provide activities where they can discover and develop their skills, and gain independence and responsibility. One year after the creation of the project it was extended to other regions in order to strengthen the activities of groups or to start Scouting in different communities. The states of Acre, Tocantins, Roraima and Rondonia have benefited from this action, called Moved by the Scouting Movement offering development opportunities for local youth. http://www.escoteiros.org.br/escotismo-amazonico/

Haiti: The invaluable contribution of young people and adults through work in the most vulnerable areas post-earthquake 2010, not only from the service, participating in local forums to raise awareness about the impact of youth in 82

DIVERSITY AND INCLUSION: TRANSVERSAL CONCEPTS

◊ Identify the main discriminatory practices Identified and actions proposed for eradication

o achieve a greater understanding of the issue of Diversity and Inclusion we need to understand some basic concepts that cover the issues of disability, and persons in vulnerable and minority groups.

Achieve real integration by:

● Learning to disarm prejudice.

● Learning to reflect.

To prevent discrimination in the National Scout Organization we propose, among other actions:

● Meeting to agree. ● Learning to act.

Here are a number of concepts related to the topic of Diversity and Inclusion, and some proposals of good practices within the framework of the educational method of the Scout Movement.

Discrimination People with disabilities, vulnerable and minority groups are more vulnerable to discrimination. In response, National Scout Organizations are required to give special attention to prevent and eradicate this, which is not a value in the Scout Movement.

▪

Has the National Scout Organization identified discriminatory practices and generated proposals to eradicate them? 86

●

Promote the development of empathy to promote understanding and knowledge of others.

●

Generate culture of “good treatment”, that is, habits of respect and courtesy that favour dialogue and acceptance.

● Ensure accessibility for all, avoiding barriers that limit participation. ● Encourage the value of people encouraging their actions and eradicating prejudices. When people cherish others, we are emphasizing the best that each one of us has to deliver the social context, to learn and to develop. ● Emphasize the intrinsic diversity of the organization, avoiding the standardization of models. ● Sensitize the NSO that when faced with discriminatory practices, we all lose something. 87

●

Detect instances that consciously or unconsciously reproduce discriminatory actions, generating the necessary strategies to reverse these situations.

◊ Is their implementation up to date?

● Establish proactive actions that contribute to the eradication of behaviours related to bullying (such is the case bullying or other violent actions). The positive actions are those actions, which have the objective of achieving changes or improvements of a situation, and solutions. No actions are improvised, but based on particular situation forethought generally to improve. The objective of the proposed actions is to achieve a better state of being, not only individually but also in the immediate surroundings.

Protection The National Scout Organization requires taking responsibility for providing children and young people with a safe environment to grow and develop. The relationship between peers, and between youth and adults, has a key role in this approach.

▪

Does the National Scout Organization have programs, policies and strategies that promote the protection of children and young people?

Yes

◊ In what Association documents we can find this reference?

To advance the protection of children and youth in the National Scout Organization it is proposed that: ● The National Scout Organization promotes the defence of human rights. ● Adopt institutional rules to ensure the protection of children and youth (including Safe from Harm). ● Promotion and openness to dialogue in all institutional bodies to promote attitudes and practices that protect children and youth. ● Establish and strengthen mechanisms of listening to and participation of children and youth. ● Ensure that the proposed approaches are based and emphasized on the importance of knowledge, understanding, acceptance and implementation of legal standards in the protection of children and youth. ● Working together with families and the community to promote and strengthen child protection. ● Generate diffusion of the subject.

Resiliency

Among the practices that favour building resilience that the National Scout Organization can promote are:

We understand resilience as the ability of humans to survive and overcome having been exposed to adverse events. Scouting, being an educational movement, has the opportunity to contribute significantly to the development of these skills of resilience and survival. It is important that the National Scout Organizations understand that in any type of condition that endangers the dignity, physical or psychological integrity of individuals, must be recognized and make visible the actions that strengthen resilience, since resilience is a key element in overcoming adverse situations, which can transform the experience that affects the person in opportunities of growth, making them come out stronger in the process.

▪

Does the National Scout Organization understand its role as a generator of resilient practices within the proposal that offers to the society?

Yes

◊ How can you prove it?

● Develop an attitude of listening, support and interest in the person. ●

Encourage the active participation of the person in family, school or community life.

● Encourage the development of self-protection skills. ●

Offer the person or community continuous accompaniment in adverse situations.

● Resilient visible practices. ● Foster in people skills so as to generate sustainable livelihoods. ● Promote and ensure the active participation of children and youth as agents of change. ● Ensure that the personal progression of children and young people has integrated learning and practices, which generate resilience.

About Resilient practices: All people are exposed to possible traumatic and / or painful experiences: loss, separation, illness, deprivation, and violence, abuse. The ability to go through these experiences leave them empowered and learning, is part of a Resilient practice. However, resilience is not a result, but a process that can be learned. What kind of actions helps us develop resilient practices?

Adult volunteers as promoters of the theme of Diversity and Inclusion

Here we propose some: -

Talk about life stories, either public figures, facts of real life or fictional characters whose stories allow us to identify painful moments and the way overcame them. Development of support networks through the implementation of cooperative games and work in small groups where the individual and group strengths, such as how to help each other (between youth and adults) are recognized.

Stimulate communication, confidence and self-esteem, individual and group.

Identify risk factors for prevention, as well as to prevent stigmatization, prejudice, labels, and fatalism.

Generate an attitude of listening, interest and support, in children and youth.

Encourage active participation respecting the anotherâ&#x20AC;&#x2122;s words and valuing the opinion.

Retrieve, visualize and reflect about flashpoints, or painful experiences. Talk about them, rebuild ties, and generate alternative solutions to conflicts.

Use mediation as a way of developing strategies for a peaceful resolution to conflict.

Give an important space to emotions. Talk about them, recognize them, allow deployment as a way to communicate and link.

â&#x2013;Ş

Does the management system of adults in the National Scout Organization respond to a human rights approach and addresses the issues of diversity and inclusion?

Yes

â&#x2014;&#x160; How you can check this statement?

What does the focus on rights mean? The Universal Declaration of Human Rights1 is the framework in relation to human development. It is associated to the commitment of those institutions or governmental organizations or civil society, not only for the promotion and protection of human rights, but also to guarantee them for the whole of the population, especially for those in vulnerable groups and minorities who historically, have suffered conditions of marginalization and social discrimination. Working from a human rights approach is to recognize and enforce its universality, indivisibility, security and participation. http://www.un.org/es/documents/udhr/

Why should our work as adult educators respond to a human rights approach?

Cooperation and networking

Adult support is key to the fulfilment of the Mission of Scouting. This support can be in different ways (educational, organizational, etc.) and also varies according to the age group of the Scouts.

To adequately address diversity and inclusion strategies are required to establish links with civil society organizations and government agencies that specifically address these issues.

For the National Scout Organization to grow and offer better Scouting to young people, they need to attract and retain qualified and motivated adult leaders, maintaining their thrust throughout the time in the association.

Cooperative work is a methodology that assigns a primary role to the close interaction between organizations, based on the ability of the sharing of knowledge and institutional capacities. It develops an expression of shared responsibility and from a critical point of view, of a critical unit capable of integrating the discrepancies in the interest of improving.

Concerning the issues addressed in this document, it is vital that adult volunteers take responsibility and commit to working in the perspective of human rights, and acquire the necessary skills to promote the inclusion processes, responding to diverse contexts. To increase the skills of adult volunteers with regard to the issues of diversity and inclusion, the National Scout Organization is require to: ● Analyse their volunteer management system to verify that it has a human rights approach.

▪

Does the National Scout Organization have established permanent links with other organizations (UN agencies, NGOs, governments) and assess the impact and effectiveness of these agreements?

Yes

◊ Indicate existing partnerships with other organizations on this topic.

● Leaders develop the skills to understand diversity, face the “bullying”, human mobility and social change. ● See adults as an effective support of the proposal. ● Provide the necessary support to volunteers to become active promoters and guarantors of the respect for human rights. ● Inform of external training opportunities for each volunteer to participate in according to their interests and needs to the subject.

Networking is the ability to build positive relationships and undertake joint causes, where the team’s goal exceeds the goals of each organization. 94

“Scouting works together with a number of organizations and networks to strengthen the Mission and purpose of the Scout Movement. WOSM has enjoyed General Consultative Status with the Economic Council of the United Nations (ECOSOC) Economic and Social Council since 1947 and is regularly invited to express their views on issues related to the situation of young people in the world. Scouting enjoys excellent relations with most governments where there are subsidies, incentives and support for the contribution of the Movement in the development of children and youth in the country. Scouting is also associated with knowledgeable institutions, foundations, donor organizations, other movements and some business organizations”2.

Actions that favour the establishment of networks and alliances:

This diagnostic tool and evaluation for National Scout Organizations not only aims to assist in the review process in the topics of diversity and inclusion in each NSO. It also tries to be a source of first-hand information for a regional analysis of the state of the current situation. That is why, it is desirable that the NSO send their conclusions that they arrived at to the Youth Programme Director at the World Scout Bureau - Interamerica Support Centre: interamerica@scout.org We invite you all to share your experiences and findings. This document has been prepared for you by: Vanina Figule, Alejandra Albacete, Amanda Flores, Paula Fuentes, Jorge Fernandez, Jesús Arenas and Mauricio Veayra. Traslation into English by John Dumbar.

● Identify the reasons why we are going to network with other organizations. ● Identify organizations that specialize in these causes. ● Identify common ground between the Mission and Vision of the organizations. ● Establish joint integrated actions and that are not only complementary. The relationships that exist within these networks do not have to do only with an exchange, but with the generation of cooperative actions. ● Ensure that the benefits of partnerships and joint actions are accessible to all members of the organization

https://www.scout.org/node/9706?language=es

ANNEX 1 Overcoming barriers / from the possibilities.

ATTACHMENTS

To facilitate real and concrete inclusive processes, it must not only possess knowledge about the characteristics of disability and the strengths and difficulties of each case (knowledge we access during the diagnosis period), but also to take into account the characteristics within the environment that can possibly modified. In many cases, the most noticeable limitations or more marked deficits they are not the disability itself, but by the effects of obstacles or barriers in the environment. Here is an analysis tool for planning educational activities for children and youth with disabilities. Within this model, we propose a series of activities by way of practical example.

Disability

Sensory and communication

What can we do as a Movement? communiWhen working with children or young people with Improve sensory disabilities we need to support in com- cation skills of other members to promote munication. mutual understanding Resorting to other elements and language add- and shared activities. ons: oral, written, gestural, signs, etc. Activities that encouWhen you want to say something, you need to rage verbal or gestural call their attention with a gesture, sign or physi- communication. cal contact or similar. Using alternative comYou must talk facing them, never from behind. munication channels: images, sounds, gesBefore starting a casual conversation tell them tures, audio, amongst what it is about. others. What is to be considered?

When we are talking to a person with hearing impairment eye contact is critical, if we do not it looks like we are not paying attention. Vocalizes well but without exaggerating or shouting and try to speak slowly and not cover your mouth with your hand or any other object, try not to have gum or a mouth full when you speak. Be sure to locate a person with sensory disabilities in the front row or in a position that you can see or hear well. In the case of visual impairment you must take into account the ways that person uses to get around.

Familiarize ourselves with the necessary adaptations. In the case of visual impairment: guide dog, braille, using batons. In the case of hearing impairment: the use of visual aids, certain conventional gestures, appropriate modulation to facilitate lip reading for people with hearing loss.

Disability

What is to be considered? When guiding, do not take the personâ&#x20AC;&#x2122;s arm or push, but simply offer your arm and let it be he / she who support themselves.

Sensory and communication

No need to go on giving instructions and the details of everything around you, if they have any questions they will ask. Your shoulder can be a guide and walk attentive to the space occupied by Promote the develotwo when passing through confined letting them pment of educational goals that promote know. the development of When there is an obstacle, stairs, and ramps ... communication skills let them know of its existence of railings or sug- and self-reliance. gestions that may help. Do not leave the door ajar, either open or closed, so they avoid to being hit. If youâ&#x20AC;&#x2122;re in an unfamiliar place for the blind person, it is important that you give as much information as possible: doors, stairs ... so that they is located and the person can move freely. Remember that a person with impaired vision has no hearing problems, so speak in a normal tone, and avoid using adverb of place (e.g.. forward, backward, here, there, above, below, etc.) where possible.

The help of a seeing guide allows them to get around with ease.

100

What can we do as a Movement? Provide an environment that minimizes interference or noise (spaces with unnecessary objects or much noise).

101

Disability

What is to be considered? They need more time to perform certain tasks, so it is necessary to provide a longer period of the activities. Sometimes fatigue can influence the pace of activities.

Motor

Mentally

What can we do as a Movement? Favouring a spacious, modern, warm and pleasant space in which all kinds of stimulations necessary for children with special educational needs are provided.

You should avoid certain motor activities that are an obstacle for other activities, for example in a relay game should give priority to the activity of each relay and not the displacement between Review the architectural barriers in the them. area, the scout group Give opportunities to repeat, giving them the can offer them recreatime to do so. tional alternatives.

ANNEX 2 Diagnostic approach to the environment for vulnerable and minority groups 1

Purpose

We need to provide the necessary support and remove them when no longer needed. Be natural and clear in our way of speaking to a Promote and adapt person with difficulties understanding because of the activities to the age and needs of the their intellectual limitations. participants. Express yourself using simple vocabulary, making sure they understood us. We must strengthen Communicate clearly and concisely giving ins- the centres of intetructions, whenever possible accompanied with rest through a variety of activities, allowing examples. them to choose the Try to be attentive to their answers, so we can ones they like to do, adapt the way of communication if necessary. and facilitating the acquisition of hobbies. Create conditions of autonomy and self-relian-

Data to be obtained

If the results are out of reach

ce where necessary, allowing them to act where they can by themselves. Facilitate their relationship with others.

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Review the reality of the groups through the collection of their needs, enabling the creation, development, monitoring and evaluation of projects that benefit, in addition to involving them, thus promoting awareness and encouraging empowerment for greater and better change in their lives. Among the possible data for the development of this diangosis, will be got at least the next technical criteria about vulnerability: ● Number of needy families in a precarious situation within a specific area ● Access to education and educational level ● Number of displaced persons (internal / external, reason) ● Receptive families home / locality ● Households run by women (yes / no) ● Homeless people (by sex and age group) ● Ethnic origin of the family ● How many people live under the same roof (by sex and age group) The first step we must recognize is that we will have limitations in finding or determining that a situation is beyond our reach, we can follow the following recommendations for a pipeline “case”1 for social vulnerability contexts ● Make a list of institutions that can provide specialized, professional, ethical and quality care, according to the conditions of the case to channel. ● During the interview the reasons for the meeting will be reported, giving the list of suggestions, maintaining confidentiality, empathy, professional ethics, attitude of service, assertiveness and respect for all involved.

Asociación de Scouts de México, A.C. Procedimiento de canalización para casos fuera del alcance del Proyecto Experiencia Scout.

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HY AP GR LIO BIB

If the results are out of reach

â&#x2014;? It will be important to maintain an atmosphere free of confrontation and blame, making clear that specialized care is a mere suggestion not a requirement. â&#x2014;? It will be important to make clear that channelling responds to assuming and accepting the limitations ahead of signs, symptoms and behaviours that compromise the integrity of individuals. â&#x2014;? To conclude, it is important to open a space to listen to the person to channel and the responsible adults -parents, guardians- in order to leave an opening questions, comments or opinions that they are looking for which are proactive, positive and respectful.

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● Economic Commission for Latin America. 2002. Sociodemographic vulnerability: old and new risks for communities, households and individuals. Separate. Electronic document LC / W.3 ● Plurinational State of Bolivia. 2009. State Constitution. Article 1. ● Francesco Capotorti,. 1979. Study on the Rights of Persons Belonging to Ethnic, Religious and Linguistic Minorities. UN Doc. E / CN.4 / Sub.2 / 384 / Rev.1, para. 568. ● United Nations. 2010. Minority rights: international standards and guidelines for implementation. New York, USA. Office of the High Commissioner for Human Rights. Taken from:http:// www.ohchr.org/Documents/Publications/MinorityRights_sp.pdf ● World Scout Bureau. 2010. Guidelines: Scouting for children in especially difficult situation. Geneva, Switzerland. Educational Methods, Research and Development. ● World Scout Bureau. 2010. Guidelines: Scouting for people with disabilities. Geneva, Switzerland. Educational Methods, Research and Development. ● World Scout Bureau - Interamerica Support Centre. 2016. Mundus Novus. Regional Bulletin No. 39. Panama City, Panama. ● World Scout Bureau -Interamerican Support Centre. 2016. Diversity and Inclusion in the Interamerican Scout Region. Panama City, Panama.

● Waisbrug, C., Cadaveira, M. 2014. Autism: a guide for parents and professionals. Buenos Aires, Argentina. Edit. Polity Press. ● World Scout Bureau Inc. 2014. Triennial Plan 2014 -2017. Kuala Lumpur, Malaysia. World Scout Committee.

● Convention on the Rights of Persons with Disabilities: http://www.un.org/spanish/disabilities/convention/convention.html ● Declaration on the rights of persons belonging to national or ethnic, religious and linguistic minorities. http://www.ohchr.org/SP/ProfessionalInterest/Pages/Minorities.aspx ● Universal Declaration of Human Rights: http://www.un.org/es/documents/udhr/ ● State of Minorities: http://www.unicef.org/spanish/education/index_50281.html ● Who are minorities?: http://www.endvawnow.org/es/articles/977-quienes-son-las-minorias.html?next=978 ● http://www.inadi.gob.ar/ ● Discrimination against minorities. Day of Human Rights 2009: http://www.un.org/es/events/humanrightsday/2009/discrimination_minorities.shtml

● The Scout Association. 2006. Developing Scouting in Minority Ethnic Communities. London, United Kingdom. Item Code FS185019. Taken from: https://members.scouts.org.uk/factsheets/FS185019.pdf ● United Nations. 2011. Forum on Minority Issues. Geneva, Switzerland. Office of the High Commissioner for Human Right. Taken from: http://web.archive.org/web/20130314010538/http:/www.ohchr.org/Documents/HRBodies/ HRCouncil/MinorityIssues/Forum_On_Minority_Pub_en_low.pdf ● Valdez, D. 2011. Helps to learn, developmental disorders and inclusive practices. Buenos Aires, Argentina. Edit. Polity Press. 106

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World Scout Bureau Interamerica Support Centre Building 172 City of Knowledge Panama City, PANAMA. Tel. (+507) 317-11-58 scout.org interamerica@scout.org

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