Creating an Atmosphere of Acceptance and Inclusion

Girl Scouts embraces girls of all abilities, backgrounds, and heritage, with a specific and positive philosophy of inclusion that benefits everyone. Each girl—without regard to socioeconomic status, race, physical or cognitive ability, ethnicity, primary language, or religion—is an equal and valued member of the troop, and troops reflect the diversity of the community.
Inclusion is an approach and an attitude, rather than a set of guidelines. Inclusion is about belonging, about all girls being offered the same opportunities, about respect and dignity, and about honoring the uniqueness of and differences among us all. You’re accepting and inclusive when you:
• Welcome every girl and focus on building community.
• Emphasize cooperation instead of competition.
• Provide a safe and socially comfortable environment for girls.
• Teach respect for, understanding of, and dignity toward all girls and their families.
• Actively reach out to girls and families who are traditionally excluded or marginalized.
• Foster a sense of belonging to community as a respected and valued peer.
• Honor the intrinsic value of each person’s life.

A Variety of Formats for Publications

The Hispanic population is the largest-growing in the United States, which is why Girls Scouts has translated many of its publications into Spanish. Over time, Girl Scouts will continue to identify members’ needs and produce resources to support those needs, including translating publications into additional languages and formats.

As you think about where, when, and how often to meet with your troop, you will find yourself considering the needs, resources, safety, and beliefs of all members and potential members. As you do this, include the special needs of any members who have disabilities, or whose parents or guardians have disabilities. But please don’t rely on visual cues to inform you of a disability: Approximately 20 percent of the U.S. population has a disability—that’s one in five people, of every socioeconomic status, race, ethnicity, and religion.

As a volunteer, your interactions with girls present an opportunity to improve the way society views girls (and their parents/guardians) with disabilities. Historically, disabilities have been looked at from a deficit viewpoint with a focus on how people with disabilities could be fixed. Today, the focus is on a person’s abilities—on what she can do rather than on what she cannot.

If you want to find out what a girl with a disability needs to make her Girl Scout experience successful, simply ask her or her parent/guardian. If you are frank and accessible, it’s likely they will respond in kind, creating an atmosphere that enriches everyone.

It’s important for all girls to be rewarded based on their best efforts—not on the completion of a task. Give any girl the opportunity to do her best and she will. Sometimes that means changing a few rules or approaching an activity in a more creative way.

Here are some examples of ways to modify activities:
• Invite a girl to complete an activity after she has observed others doing it.
• If you are visiting a museum to view sculpture, find out if a girl who is blind might be given permission to touch the pieces.
• If an activity requires running, a girl who is unable to run could be asked to walk or do another physical movement.

In addition, note that people-first language puts the person before the disability.

When interacting with a girl (or parent/guardian) with a disability, consider these final tips:

• When talking to a girl with a disability, speak directly to her, not through a parent/guardian or friend.
• It’s okay to offer assistance to a girl with a disability, but wait until your offer is accepted before you begin to help. Listen closely to any instructions the person may have.
• Leaning on a girl’s wheelchair is invading her space and is considered annoying and rude.
• When speaking to a girl who is deaf and using an interpreter, speak to the girl, not to the interpreter.
• When speaking for more than a few minutes to a girl who uses a wheelchair, place yourself at eye level.
• When greeting a girl with a visual disability, always identify yourself and others. You might say, “Hi, it’s Sheryl. Tara is on my right, and Chris is on my left.”

Girls with cognitive disabilities can be registered as closely as possible to their chronological ages. They wear the uniform of that grade level. Make any adaptations for the girl to ongoing activities of the grade level to which the troop belongs. Young women with cognitive disorders may choose to retain their girl membership through their 21st year, and then move into an adult membership category.