「多元共融」之照顧童軍學習多樣性的考驗

Diversity and Inclusion: Catering for Scout Learner Diversity

本會致力推廣童軍運動，提供多元共融及平等機會，讓任何願意接受童軍誓詞與規律及恪守本會原則的人士成為童軍成員。童軍旅應確保成員不會因種族、國籍、膚色、語言、宗教、政治觀點、社會階層、財富、性別、殘疾或家庭狀況而遭受歧視或不公平對待。童軍旅應在合理可行情況下為其成員在教育、服務、設施、待遇、獲取資訊和個人發展方面提供平等機會。

童軍活動提供個人進度性訓練，透過漸進式學習、激勵及挑戰，讓成員透過各種學習機會發展潛能。成員享受活動樂趣時，亦須接受合適程度的挑戰。各支部的訓練綱要提供範圍廣闊的考驗項目，大多數青少年成員經合理付出後，應能獲得他們選擇考取的徽章或獎章。在考驗過程中，每一童軍成員都接受程度相若的挑戰。因此，即使童軍領袖及主考為有特殊學習需要的成員進行考驗時或需調適考驗要求，他們仍須確保所作的調適符合相關標準，並符合相若程度的挑戰。

安排調適時，童軍領袖及主考應致力讓更多成員接觸童軍活動，而非只着重降低考驗要求或改變考驗重點。童軍領袖及主考可在諮詢童軍成員及其父母或照顧者後（如有需要，經其父母或照顧者同意後，可同時向有關校長、教師、醫生、臨床心理學家、言語治療師、物理治療師、社工及／或專業人士諮詢），調整部分或全部徽章或獎章的考驗要求，或提供合適的額外支援，以減輕或移除其功能限制所帶來的影響。童軍領袖及主考須考慮以下事項：

  1. 應否調整個別要求，或以完全不同的活動替代；

  2. 只就個別成員安排調適，或調節整個團體的考驗要求以確保個別成員不被孤立；

  3. 將一些個人挑戰調整成團隊挑戰，讓各成員運用個人能力和長處實現團隊目標，這樣同樣有助避免個別成員被孤立；

  4. 如考驗以小隊形式進行，可讓小隊所有成員討論如何安排調適。這有助成員了解調適的原因，鼓勵成員為同伴提供必需的支援；及

  5. 如涉及成員和活動安全的相關資格（例如：游泳測試），為了該成員及其他人安全的緣故，該考驗不應作調適。

領袖及主考應考慮個別成員的特殊學習需要後，安排合理調適，例如：

  1. 延長考驗時間或分段進行考驗（例如：以兩次較短旅程取代一次長旅程），及期間提供足夠的休息時間；

  2. 讓成員使用輔助工具進行考驗（例如：語音轉換文字軟件／電腦讀屏器）；

  3. 讓成員使用非傳統方式展示學習成果（例如：使用非文字方式記錄探險旅程）；

  4. 成員如需作答試卷，可使用容易掌握的形式（例如：使用選擇題），或讓成員以口試方式作答；及

  5. 以其他方式進行相關考驗（例如：下肢殘障成員以海上旅程代替徒步遠足探險旅程）。

在適當情況下，童軍領袖可能需要協助成員了解調適的原因。例如，領袖可向成員指出，平等並不總是意味着每個人都做同樣的事情，亦包括讓每個人都能夠接觸童軍活動並經歷程度相若的挑戰。

領袖在安排主考時，應確保主考知悉上述原則。

領袖如需為成員就金紫荊獎章及總領袖獎章的考驗作調適安排時，應在考驗開展前得到區總監批准；當就榮譽童軍獎章及貝登堡獎章的考驗作調適安排時，則應在考驗開展前得到青少年活動總監批准。

各童軍單位將不時舉辦工作坊，為前線領袖提供處理學習多樣性技巧的培訓。本會鼓勵各領袖持續進修，讓更多成員接觸童軍活動。

如有查詢，請於辦公時間內致電2957 6411或2957 6417與青少年活動署職員聯絡。

The Association promotes Scout Movement with the provision of diversity and inclusion, together with equal opportunities for any member who is willing to accept the Scout Promise and abide by all the policies under the Association. Scout Groups should ensure that members will not be subject to prejudicial treatment or discrimination because of their race, ethnicity, skin colour, language, religion, political views, social status, wealth, gender, disability or family status. Scout Groups should as far as reasonably practicable provide equal opportunities to all members in relation to education, service, facilities, status, access to information and personal development.

Through incremental learning, encouragement and challenges, scouting activities provide Scout members with individualized progressive training and allow them to develop their potential through different learning opportunities. Scout members should, while enjoying scouting activities, accept an appropriate level of challenge. In practice, the Training Scheme of each Section stipulates a wide variety of assessment items which provide pathway to respective badges or awards with input of industrious efforts. During the assessment process, every Scout member should undertake challenges of a similar level of difficulty. While Scout leaders and assessors may need to adjust the respective assessment criteria when arranging assessments for members with special needs, they should ensure that the adjustment is in line with the recognized standard which carries challenges of a similar degree.

When making adjustment, Scout leaders and assessors should endeavor to engage Scout members in scouting activities without merely lowering or modifying the assessment criteria. They can consult the Scout member concerned and his/her parents or guardian (if necessary, the school principal, teachers, doctors, clinical psychologists, speech therapists, physiotherapists, social workers and/or other professionals, after obtaining consent from parents/guardian) and adjust part or all of the badge or award assessment criteria; or provide additional support towards the assessment in order to reduce or eliminate such adverse impact brought by his/her functional limitation. Scout leaders and assessors should take into account the following factors:

  1. Whether to adjust an individual criterion, or replace the criterion with another assessment;

  2. Whether to make adjustment for individual members or for the entire group to ensure no single member is isolated;

  3. Whether to change an individual assessment item to a group one as this allows individual members to contribute to the task with their strength and talents. This can effectively avoid isolation of individual members;

  4. If the assessment involves an entire patrol, patrol members can discuss how the assessment be adjusted. This allows members to understand the underlying rationale and provide mutual encouragement; and

  5. If the assessment requires certain qualifications to ensure safe delivery (e.g. swimming test), for the safety of the member concerned and other members, such assessment should not be adjusted.

Scout leaders and assessors should consider members’ special educational needs on a case by case basis and make appropriate adjustment, including, but not limited to:

  1. Extending the assessment time or splitting the assessment into stages (e.g. dividing an expedition into two shorter expeditions), and providing sufficient rest time during the assessment;

  2. Permitting the use of special aid during the assessment (e.g. using speech-to-text software or screen reader);

  3. Permitting the use of non-traditional means to present assessment outcomes (e.g. using non-text format to record an expedition journey);

  4. Permitting alternative question types in examinations (e.g. multiple-choice questions), or using oral examinations instead;

  5. Permitting the use of alternative assessments (e.g. sea expedition as an alternative to expedition on foot for members with lower-limb disability).

Where circumstances permit, Scout leaders may need to provide youth members with guidance on understanding the reasons for adjustment. For example, members can be taught that equality does not equate to sameness; the concept also gives room for each Scout member to engage in scouting and undergo challenges of a similar extent.

When commissioning an assessor, Scout leaders should ensure that the assessor understands the above principles.

When adjustment is required for the Golden Bauhinia Award and the Chief Scout’s Award, such adjustment should be pre-approved by the respective District Commissioner; when adjustment is required for the Dragon Scout Award and the Baden-Powell Award, such adjustment should be pre-approved by the Programme Commissioner.

Workshops and training sessions will be organized by respective Scout units for frontline Scout leaders to provide hands-on information on learning diversity. The Association encourages all leaders to engage in continuing education to facilitate the promotion and participation in scouting activities.

For enquiries, please contact us during office hours at 2957 6411 or 2957 6417.