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Inclusive language

Scouting is inclusive. This means we respect and value differences. Ensuring you are using the correct terminology is a good starting point to ensuring all Members can enjoy the adventure of Scouting.

The terms below aim to support you in discussing additional needs and disabilities in Scouting by explaining the terms used.

Accessibility refers to the methods by which people with a range of needs, such as people with disabilities, people with caring responsibilities, people on low incomes or other socially excluded groups, find out about and use services, advice, information and opportunities.

Additional Needs
Additional needs refers to the individual requirements of a child or young person with a sensory, communication, behavioural, physical or learning disability. This also includes long-term and life limiting conditions.

Disability is the loss or limitation of opportunities to take part in the everyday life of the community on an equal level with others due to physical and/or social barriers.

Impairment is the loss or limitation of physical, mental or sensory function on a long-term or permanent basis. Most impairments or disabilities are not visible. Hidden disabilities include mental and cognitive disabilities, some hearing and visual impairments, epilepsy and diabetes.

Inclusion describes embracing all people irrespective of age, gender, ethnicity, sexual orientation, disability, medical or other need. It refers to processes aiming to remove the barriers and factors which lead to exclusion, isolation and lack of opportunity.

Reasonable adjustments
Where a disabled person is at a substantial disadvantage in comparison with people who are not disabled, there is a duty to take reasonable steps to remove that disadvantage by changing provisions, criteria or practices. What is 'reasonable' depends on the nature of the adjustment required.

Special Educational Needs (SEN)
Special Educational Needs affect a child or young person's ability to learn. This may include difficulties in social skills, behaviour, reading and writing, understanding, concentration and physical needs.

Further practical guidance on language and training is available within Creating Inclusive Spaces- click here.


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