Fillable Disability Awareness Patch Program Girl Scout Brownie (Girl Scouts of Eastern Missouri)

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Disability Awareness Patch Program Girl Scout Brownie (Girl Scouts of Eastern Missouri)

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1
Disability Awareness Patch Program
Girl Scout Brownie
Welcome
Girl Scouts of Eastern Missouri is excited your troop/group is participating in the
Disability Aw
areness Patch Program, created to generate discussion, nurture an
inclusive environment and empower girls to learn the value of each other. With
your guidance, girls will gain greater insight and understanding of disabilities and
differences, and use their G.I.R.L. (Go-getter, Innovator, Risk-taker, Leader)™ skills
to promote inclusivity in Girl Scouting.
With help from Envolve, we’ve created new curriculum for Girl Scout Brownies (grades 2-3) that uses a
“Be Somebody Who Makes Everybody Feel like a Somebody” journal. Girls use this journal to participate in
activities to learn the importance of inclusion and how it applies to Girl Scout values. They will learn about
different types of disabilities and how they can make a difference by treating people with respect.
As a leader, you may have already had rewarding experiences with girls with disabilities in your troop. Remember,
you do not need to have prior knowledge or experience in the disability field to teach girls about acceptance and
inclusion. All patch program activities include easy-to-follow activity plans featuring discussion starters, supply
lists and a “Be Somebody Who Makes Everybody Feel like a Somebody” journal for each girl, as well as a
parent/guardian guide for further discussion at home.
Requirements
To earn the patch, girls must complete five activities. Girls should choose one activity from each of the Discover,
Connect and Take Action categories and complete two more activities from any category. Girls can complete the
activities individually or in a troop, and in any order.
Where to acquire journal
“Be Somebody Who Makes Everybody Feel like a Somebody” journal is available for each Girl Scout Brownie
participating in this patch program. To receive the free kit, please contact Lucretia Penn at 314.592.2337
or lpenn@girlscoutsem.org
Where to acquire patches
In partnership with Envolve, the Disability Awareness patch is free for Girl Scout Brownies. To receive the patch,
please have each girl complete the pre- and post-surveys provided with the free kit. Please record girls’ responses
on the pre-survey and post-survey sheets provided in this booklet and present the totaled responses to the
Girl Scout Shop, or mail the order to the shop at 2300 Ball Drive, St Louis, MO 63146.
How to wear your patch
The patch should be placed on the back of the Girl Scout sash or vest. Adults may continue to use an assortment
of garments and accessories for patch placement.
Helpful resources
Another excellent resource for leaders of all age levels is Volunteer Essentials. Troop leaders may decide to check
out the Disability Awareness Kit which includes hands-on activities to help promote awareness and
understanding of disabilities and differences, including the Samuel Viewing Party Kit, or the I am Norm Kit. All
these resources and more are available through the Emerson Resource Center.
Contacts
In addition to the Emerson Resource Center, questions about the program can be directed to Kerri Kelley
at 314.592.2366 or kkelley@girlscoutsem.org.
2
Discover: A Key to Leadership
Choose at least one activity from this category. Complete all steps in the numbered activity unless
otherwise noted.
REQUIRED:
Make copies of the pre-survey for each girl. Read the questions aloud and ask each girl to choose true or false.
Read about using person-first respectful language in the girl’s journal and have girls list other examples.
Another resource can be found on page 7 in this booklet.
Then ask each girl to choose at least one activity listed below.
ACTIVITY 1: THE GIRL SCOUT LAW
Tips for discussion starters
• Ask girls to write in their journal what inclusion means to them. Inclusion is defined as the act of including
or the s
tate of being included.
• Girl Scouts believe that each girl is an equal and valued member. Ask girls to write down what this means
to your group.
Recite the Girl Scout Law together. Go over each section of the Law and discuss how it applies to inclusion.
Talk about what it really means to be a sister to every Girl Scout.
ACTIVITY 2: UNDERSTANDING DIFFERENCES COLOR WHEEL
Suppli
es: paper plates, crayons and several mirrors
1. Have ea
ch girl look into a mirror. Ask them, “What do you see?” and “How many different colors do you
see?” Give them time to answer, then ask, “What colors are your eyes, hair, skin, lips, clothes, shoes, etc.?”
Then say aloud two colors that they are wearing today.
2. Give each girl a large circle or paper plate. Instruct them to divide it into six wedges and color each section
according to the colors that they just observed on themselves.
3. Have the girls look at the color wheels that they created and compare them to the other girls’ wheels.
Point out that there are no two exactly alike. If there are two that have the same colors, they most likely do
not have them in the same places on the wheel.
4. Emphasize the large variety of colors. One color wheel is as special as another. Stress how people are very
different and that making assumptions about someone according to color, shape of eyes, height, weight
or ability is wrong.
5. Talk about how our differences make us special and that what we have in common connects us.
6. Have each girl write down the traits that make her special. Use “I am special because…” then discuss
with the group.
3
Connect: A Key to Leadership
Choose at least one activity from this category. Complete all steps in the numbered activity unless
otherwise noted.
REQUIRED:
Read about Learning About Others in the girl’s journal and choose at least one of the hands-on activities in
Activity 1: Getting Around and one other from any other Connect activities listed below.
ACTIVITY 1: GETTING AROUND
Tips for discussion starters
• What
is it like to have a disability?
• Some people with disabilities are born with a disability, which is known as congenital, while others have a
disability because of an accident or health condition.
• Some people who have a disability, especially people who cannot see, hear or walk, must learn different
ways of doing things.
• Did you know that Juliette Gordon Low, the founder of Girl Scouts, had partial hearing loss?
Do at least one of the activities below. (LEADERS NOTE: Simulation activities are to learn about specific disabilities
and to problem solve to make daily tasks easier.)
Blind or partially sighted - People
may have different degrees of sight. Using a pair of old sunglasses,
place strips of masking tape or duct tape on the lens. Put the glasses on and do the following activities:
read a book, put together a puzzle or play a board game.
• What would make it easier to do these activities? (For example: would large print be helpful?)
Deaf or hard of hearing - Watch TV, a video or DVD (without closed-captioning) for five minutes with
the sound turned off.
• What parts couldn’t you figure out? What would make it easier? (For example, how would you know
the phone was ringing?)
Physical disability or limited mobility - Many children with orthopedic disabilities have difficulty
balancing. Place a 2’x6’ board or a piece of masking tape on the floor and pretend it is a balance beam.
Now close your eyes and spin around 10 times, trying to stay in the same spot. Stop spinning, open your
eyes and walk down the balance beam.
• How does it feel to walk? What equipment would you use to help you walk better and feel safer?
• Invent a tool (draw it or make a model of it) that you could use to reach things if you couldn’t walk or
climb around.
Learning disability - Write a thank you note to a person for a special present you have received. Sit in
front of a mirror and write the words “thank you” on a piece of paper while looking at the mirror. Do not
look down at the paper. Try writing the note with your opposite hand.
• What did it feel like?
Speech and language disorders - Read the following sentence with a marshmallow in your mouth:
“Make new friends, but keep the old. One is silver and the other is gold.”
• Did people understand you? How did it make you feel? What could you do to make it easier for people
to understand you?
4
ACTIVITY 2: WHAT IF?
Tips for discussion starters
• We often face challenges in our lives. When an activity or situation is particularly demanding, it takes more
time and energy and can be frustrating.
• What is difficult for you to do?
• How might a person feel if performing certain actions was always frustrating?
So
metimes an activity can be adapted so it can be completed. Adapted means it can be changed or another
similar activity can be substituted. With your troop, choose a game or other activity and adjust it in such a way
that someone with a disability could do it too.
ACTIVITY 3: SERVICE ANIMALS
Service animals are trained to assist a person with a disability by providing physical and emotional support.
Service animals have been trained to do work or perform tasks that benefit their owner. Find out which animals
can be service animals, what they can do and how the public should interact with them.
(LEADER’S NOTE: After your group discussion about ways to interact with service animals, see if you can arrange
for someone who trains or uses a service animal to speak to your troop.)
ACTIVITY 4: TREAT OTHERS HOW THEY WOULD LIKE TO BE TREATED
Ti
ps for discussion starters
• What does “Treat others how they would like to be treated” mean? Discuss what this means.
• Sometimes people are disrespectful and call others names or tease them. How do you think they feel
when they are teased?
• How do you feel when someone makes fun of you?
• Why do you think people call others names or tease them?
• Is everyone different? Is it OK to be different?
Read “Treat Others How They Would Like to Be Treated” in the girl’s journal, then look at the pictures included in
this booklet. How are the people different and alike? For example, would feelings or basic needs such as food,
clothing or shelter be common bonds? What do you think the people in the picture get teased about?
Ask
girls to write down a task that is difficult for them and describe how it makes them feel. Remind girls that
everyone has something they are good at and other things may be more difficult to complete. We all come in
different packages and abilities!
5
Take Action: A Key to Leadership
Choose at least one activity from this category. Complete all steps in the numbered activity unless
otherwise noted.
ACTIVITY 1: IS YOUR SCHOOL OR MEETING PLACE BARRIER-FREE?
Tips for discussion starters
1. Is the building accessible to people with disabilities?
2. Why are certain areas not accessible?
3. What could be done to make the area more accessible?
4. Is the area accessible to people with different disabilities, such as physical disabilities, blindness or partial
sightedness, deaf or hard of hearing, etc.?
A b
arrier makes it very difficult or impossible for a person with a disability to navigate a building. To look at how
accessible your community is for people with disabilities, use the Accessibility Checklist resource located in this
booklet to determine if your school or meeting place is barrier-free.
ACTIVITY 2: POSTER DESIGN
Ti
ps for discussion starters
• What is the definition of respect? Respect means to be considerate in the way you think about and treat
other people.
• Learn what respectful language you should use when referring to people who have disabilities. Refer to the
person-first respectful language section.
Do
at least one of the steps. (LEADER’S NOTE: visit http://kidsartproject.com/how.asp for poster examples.)
1. Make a poster that will demonstrate how to treat people with disabilities respectfully. Make your
own drawing. Use the message ideas below or create your own.
• Every person has rights
• We all come in different packages
• Sticks and stones can break my bones but names can really hurt me
Di
splay your poster in your classroom, school hall or local community center.
2. Ma
ke a list of how to respectfully treat a person with a disability. Share this list with your family
and friends.
3. Carry your journal around for one week and make a note each time your peers, family or others do
not use person-first respectful language. At the next meeting, discuss your findings and
brainstorm ways you can help change behaviors of others. What actions can the troop take to let
people know why it is important to use person-first respectful language?
6
ACTIVITY 2: VOLUNTEER
Tips f
or discussion starters
• Discuss the need for different organizations that assist people with disabilities.
There are many organizations that work with people with disabilities. They provide everything from camping
experiences to job opportunities. Many of these organizations need volunteers. Learn about an organization and
find out how your troop can help. (LEADER’S NOTE: Refer to the list of local service providers and organizations
included in this booklet.)
ACTIVITY 3: SIGNING THE GIRL SCOUT PROMISE
Tips f
or discussion starters
• What is American Sign Language (ASL)? Discuss why some people might use ASL.
Using the chart below, go over the Girl Scout Promise using ASL. Instruct your troop to practice the Promise on
their own and with each other, then sign as a group. Share w
hat they have learned with another troop or
group. (LEADER’S NOTE: use the Sign Alphabet Chart below or visit a web resource such as lifeprint.com)
7
Girl Scouts of Eastern Missouri
Disability Awareness Patch Program
Person-First Respectful Language
DI
SABILITY ETIQUETTE
Before your troop members begin working on their project, it will be beneficial for them to learn about Disability
Etiquette. This information will help the troop know what is and what is not respectful language and behavior to
use when interacting with people who have disabilities.
PE
RSON-FIRST RESPECTFUL LANGUAGE
Using person-first respectful language puts the person before the disability and describes what disability a person
has, not who a person is. It eliminates generalizations, assumptions and stereotypes by focusing on the person
rather than the disability.
• Talk about the person first, then the disability. Say “a person with a disability” rather than “a disabled
person.” Remember, if a person’s disability is not important to the story or conversation, don’t mention it.
• It is okay to offer help to a person with a disability, but wait until your offer is accepted BEFORE you help.
Listen to instructions the person might give, or other assistive devices.
• Leaning on a person’s wheelchair is like leaning or hanging on a person and is usually considered annoying
and rude. The chair is a part of the individual’s body space and should be respected as such.
• When offering help to a person who is blind or partially sighted, allow that person to take your arm. This
will enable you to guide, rather than lead the person. Use specific directions, such as “go left two feet” or
“take six steps to the right.”
• When talking to a person who has a disability, speak directly to the person, not through a friend.
• Relax! Don’t be embarrassed if you say things like, “See ya later” to someone who is partially sighted, o
r
“Gotta run” to a person in a wheelchair.
• To get the attention of a person who is deaf or hard of hearing, tap them on the shoulder or wave. Look
d
irectly at the person and speak clearly, slowly and expressively to determine if they read lips. NOTE: N
ot
a
ll people who are deaf or hard of hearing can read lips. Those who do rely on facial expressions and body
language for understanding. Stay in the light and keep food, hands and other objects away from your
mouth. Do not shout. Use written notes to convey messages.
• When speaking for more than a few minutes with a person who uses a wheelchair, place yourself at eye
level with that person.
• When greeting a person with a visual disability, always identify yourself and others. For example, you ca
n
say, “On my right is John Smith.” Speak in a normal tone of voice. Let them know when you move from one
place to another.
Person-first Respectful Language Language to avoid
A person who has Down syndrome A Down’s kid
A person who has autism An autistic person
Person with a cognitive or developmental disability Slow, retarded, simple, special
Person with a physical disability Crippled, deformed
Congenital disability or birth anomaly Birth defect/affliction
Accessible buses, bathrooms, etc. Handicapped buses, bathrooms, etc.
8
Girl Scouts of Eastern Missouri
Disability Awareness Patch Program
Tr
eat Others How They Would Like to Be Treated
9
Girl Scouts of Eastern Missouri
Di
sability Awareness Patch Program
Accessibility Checklist
Expl
ore your school, office building, local library or other public place. Use this checklist to determine how
accessible the place is for people with disabilities.
YES
NO Are there reserved parking places for people with disabilities?
(They must be at least 96 inches wide)
YES NO Does the main entrance have a barrier-free ramp?
(It must go out at least one foot for every inch it goes up)
YES
NO Do all doors have a clear opening of 33 inches or more when open?
(This allows a wheelchair to pass through)
YES
NO Are the doorknobs located in such a way that people in wheelchairs can reach them?
YES NO Are there handrails in hallways and near stairs?
YES NO Can drinking fountains be used by people in wheelchairs or by people with
impaired use of their hands?
YES
NO If the building has more than one floor, does it have an elevator? Are the
buttons marked in Braille?
YES
NO Are fire alarms/smoke detectors equipped with flashing lights for people
who are deaf or hard of hearing?
YES NO Are windows 24 to 28 inches from the floor so people using wheelchairs
can see out?
YES
NO Is there at least one bathroom stall with handrails that could comfortably
be used by a person in a wheelchair?
(The stall door must swing outward.)
YES
NO Is at least one sink, soap dispenser and towel dispenser no higher than
34 inches from the floor?
10
Girl Scouts of Eastern Missouri
Disability Awareness Patch Program
Service Providers and Organizations
Adapt-Ability
Enables people with disabilities through technology.
9355 Dielman Industrial Dr.
St. Louis, MO 63132
314.432.1101
adapt-ability.org
Association on Aging with Developmental Disabilities
Develops, links and supports opportunities and services for older adults with developmental disabilities.
2385 Hampton Ave.
St. Louis, MO 63139
314.647.8100
agingwithdd.org
Center for Head Injury Services
Rebuilds and enhances the lives of people with brain injuries, autism, intellectual disabilities and visual
impairments.
11828 Lackland Rd.
St. Louis, MO 63146
314.983.9230
headinjuryctr-stl.org
CHAMP Assistance Dogs
Places skilled service dogs with people who have disabilities to help them lead lives of greater independence; and
with professionals who utilize their dogs' special skills in healthcare facilities, courthouses and children’s
advocacy centers.
4910 Parker Rd.
Florissant, MO 63033
314.653.9466
champdogs.org
Down Syndrome Association of Greater St. Louis
Benefits the lives of people with Down syndrome and their families through individual and family support,
education, public awareness and advocacy.
8531 Page Ave., Suite 120
St. Louis, MO 63114
314.961.2504
dsagsl.org
Duo
Provides skilled assistance dogs to individuals with disabilities and trained therapy dogs to serve the community.
10955 Linpage Pl.
St. Louis, MO 63132
314.997.2325
duodogs.org
11
Easterseals Midwest
Strive
s to deliver exceptional services that helps build communities where all people with developmental disabilities,
including those with Autism Spectrum Disorder (ASD), have equal
opportunities to realize their goals, dreams and
aspirations. Serves individuals and their families in Metropolitan St. Louis, Central, Northwest, Southwest and
Southeast Missouri.
13545 Barrett Pkwy., Suite 300
St. Louis, MO 63021
800.200.2119
easterseals.com
Gr
eat Circle
Creates something new in the communities they serve to help those struggling with difficult circumstances and to be
a partner in their communities.
330 North Gore Ave.
Webster Groves, MO 63119
844.424.3577
greatcircle.org
Midwestern Braille
Assists the blind by transcribing a wide variety of materials into Braille.
104 W. Adams Ave.
Kirkwood, MO 63122
314.966.5828
mbvol.org
Missouri Autism Coalition
Promotes collaboration and information sharing regarding autism issues in Missouri.
P.O. Box 1431
Jefferson City, MO 65102
missouriautism@gmail.com
missouriautismcoalition.com
Mi
ssouri Department of Mental Health
State law provides three principal missions for the department: (1) the prevention of mental disorders,
developmental disabilities, substance abuse and compulsive gambling; (2) the treatment, habilitation, and
rehabilitation of Missourians who have those conditions; and (3) the improvement of public understanding and
attitudes about mental disorders, developmental disabilities, substance abuse and compulsive gambling.
573.751.4122 or 1.800.364.9687
dmh.mo.gov
Assists individuals, families and the community in including all people with developmental disabilities in every
aspect of life.
1.800.500.7878 or 573.751.8611 (voice or TT)
mpcdd.com
Missouri Develop
mental Disabilities Council
12
Paraquad, Inc.
Pro
vides support for individuals with disabilities to discover their abilities.
5240 Oakland Ave.
St. Louis, MO 63110
314.289.4200
paraquad.org
Recreation Council of Greater St. Louis
Provides information on leisure, recreation and socialization opportunities for individuals with
developmental disabilities.
recreationcouncil.org
St Louis County Office
200 S. Hanley, Suite 100
St. Louis, MO 63105
314.726.6044
St. Louis City Office
2334 Olive
St. Louis,
MO 63103
314.772.2299
St. Charles Office
60 Gailwood Dr., Suite C
St. Peters, MO 63376
636.477.7704
S
t Louis Arc
Pr
ovides support and services to adults and children with developmental and intellectual disabilities,
and their families.
1177 N. Warson Rd.
St. Louis, MO 63132
314.569.2211
slarc.org
St. Louis Learning Disabilities Association
Provides a comprehensive range of services to children with learning disabilities and/or ADHD, their parents
and teachers.
13537 Barrett Parkway Dr., Suite 110
Ballwin, MO 63021
314.966.3088
ldastl.org
United Cerebral Palsy Heartland
Offers a wide variety of programs for people with cerebral palsy and other disabilities.
13975 Manchester Rd.
Manchester, MO 63011
636.227.6030
ucpheartland.org
13
NOTES:
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14
NOTES:
………………………………………………………………………………………………………………………………………………………….…………………………………………
15
Girl Scouts of Eastern Missouri
Disability A
wareness Patch Program
Brownie Pre-survey
Troop #: ___________________ Leader name: _____________________________________________________
Leader email: ______________________________________ Leader phone #: ____________________________
Number of girls who are participating in this survey/program by grade:
2
nd
Grade: ________ 3
rd
Grade: ________
Instructions:
• This survey should be completed before your troop begins any work on the patch program.
• Have the girls close their eyes or put their heads down, then read the statements aloud and ask the girls to
give a thumbs-up if they think it is true and a thumbs-down if they think it is false. If a girl is not sure, tell her
it’s OK to guess. Please write the number of girls who give each answer.
• When your troop has completed the patch program, complete the post-survey, then return both completed
forms by mail or in person to the Girl Scout Shop, 2300 Ball Dr., St Louis, MO 63146, to receive your
free patches.
# Who
# Who
think false
1) Everyone who has a disability is born that way.
2) People with disabilities want to be included.
3) People who are deaf can still communicate with others.
4) People with disabilities can learn different ways to do things.
5) We should ignore people with disabilities or talk about them where they can’t
hear.
6) The words we use to talk about people with disabilities can affect how
they feel.
Pre-survey
16
Girl Scouts of Eastern Missouri
Disability Awareness
Patch Program
Brownie Post-survey
Troop #: ___________________ Leader
name: _____________________________________________________
Leader email: ______________________________________ Leader phone #: ____________________________
Number of girls who are participating in this survey/program by grade: 2
nd
Grade: ________ 3
rd
Grade: ________
Instructions:
• This survey should be completed after your troop has completed the patch program.
• Have the girls close their eyes or put their heads down, then read the questions aloud and ask the girls to give
a thumbs-up if they think it is true and a thumbs-down if they think it is false. If a girl is not sure, tell her it’s
OK to guess. Please write the number of girls who give each answer.
• Return both the pre-and post-surveys by mail or in person to the Girl Scout Shop, 2300 Ball Dr., St Louis, MO
63146, to receive your free patches for each girl.
# who
think
true/agree
# who think
false/disagree
1) Everyone who has a disability is born that way.
2) People with disabilities want to be included.
3) People who are deaf can still communicate with others.
4) People with disabilities can learn different ways to do things.
5) We should ignore people with disabilities or talk about them where they
can’t hear.
6) The words we use to talk about people with disabilities can affect how
they feel.
7) Did you like using your journal?
8) Do you think you will continue using your journal?
9) Did you learn something new while doing this patch program?
10) Do you think you will talk about what you learned with people
you know?
11) Do you think people who are different from each other still have things
in common?
12) Do you think that people with disabilities can do many of the same things
you do?
13) Do you think kids like you would enjoy this program?
Post-survey
Office use only
Date: __________
Patches picked up
Patches mailed
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Disability Awareness Patch Program Girl Scout Brownie (Girl Scouts of Eastern Missouri)

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