GSEM Including All Girls Patch
Girl Scout Brownies
Definition of Inclusion: Inclusion is an attitude and approach that seeks to ensure that every person, regardless
of ability or background, can meaningfully participate in all aspects of an activity. The Girl Scout Law says that
we are a “sister to every Girl Scout.” How do you make sure that every girl is included when you participate in
Girl Scouts? What can you do to include everyone at school or at home?
Purpose
When I’ve completed this patch, I’ll better understand how to include everyone in activities.
Steps
1. Alike and Different
2. Including Everyone
3. About Disabilities
4. Communication
5. Be Part of a Team
Step 1: Alike and Different - Complete one choice
Understanding Differences
With a friend, look into a mirror, or just look at each other. Say out loud what you see - How many different
colors do you see? Compare with your friend the colors of your eyes, hair, skin, lips, clothes, shoes. Say out
loud two colors that you are wearing today.
On a piece of paper or paper plate, draw a circle and color in all the colors that describe you. Compare your
color wheel to your friends. Are there two that are exactly alike? Which two are most different? Find a friend
whose color wheel is different from yours. Now find three things that you have in common. Do you have a pet?
A brother? The same teacher at school?
What if you had decided not to be friends with anyone who looked different than you? People are all very
different and that making decisions about someone according to color, shape of eyes, height, weight, ability is
wrong. Talk about how our differences make us special. And that what we have in common connects us.
Disney Princesses
Who is your favorite Disney princess or characters? With some friends, make a list of everyone’s favorites.
What was great about each princess that you chose? How are they like you? How are they different? Every
princess had a challenge that she had to overcome to get what she wanted. What were the challenges? Who
helped them?
Here are some character examples from Finding Nemo:
Dory had memory problems – what did she have to do to remember things?
Nemo had a “Lucky” fin – so his dad was worried about him being able to be like the others.
Sea Horse said she was “H2O intolerant” when she sneezed.
Likes and Dislikes
Our friends help us to find our differences, and learn that they are ok, and find our alike-nesses, too. Your
friends often act as a mirror and help you to reflect on yourself. With some friends, act out what you would do in
each situation, and what you would learn from it about being alike and different.
a. Someone that you don’t know very well teases you and says that you have big ears. How do you react? What
can you find about being alike and different?
b. You are playing a game, and you made a big mistake and caused your team to lose. You feel terrible. What
can you say or do to learn about being alike and different?
c. You are wearing your favorite pair of pants, but they are too short, and someone makes fun of them – and
you. What can you find about being alike and different?
Every day, people are teased, or their differences are pointed out like they are bad things. Some of them have to
do with appearance – how we look, what we wear, or the way we walk or talk. Some have to do with abilities –
how good we are at schoolwork, or sports, or crafts. When we look at these things in terms of what we have
alike with others, though, it is easier to remember that we are often more alike with others than different.
Step 2: Including Everyone - Complete one choice
Girl Scout Law: Its True Meaning
In a group, or with a grownup, recite the Girl Scout Law. Talk about the definition of inclusion and go over each
section of the Law and discuss how it is applicable to inclusion. Focus on the last line of the Law and talk about
what it really means to be a sister to every Girl Scout. How would you teach a friend about that? How would
you tell your grownups about it? What is one thing you might change or do to show that you are a sister to every
Girl Scout?
Act it Out
How do you include another person into your activities? How do you get to know someone new? Or learn
something new about someone you already know?
With friends, practice role playing these situations. Then try them out with someone new!
a. Introduce yourself to someone new. Pretend you are at a Girl Scout event, with lots of new Girl Scouts. How
would you meet someone new? What would you tell them about yourself?
b. Practice talking to someone about a silly conversation starter. Introduce yourself, and then ask “If you could
be any vegetable, which would you be, and why?” Listen to their answer, and make a comment about it. If they
ask you in return, answer the question, too. Make up a list of silly conversation starters, so you always have one
ready.
c. Act out a situation where three girls are playing a game, or talking, and another girl is nearby, alone. How do
you include her? How do you ask her name? What if you ask her to play and she doesn’t know how? What if
she is shy, or says no to your invitation? Act out all these possibilities, and then try to include someone else at
school.
d. What happens when there is a girl who no one likes? Or who is different from everyone else in some way?
How should you act towards her? What makes it hard to do that? How can you try to include everyone? With a
grownup, talk about what you think and what they think about how everyone should be treated, regardless of
appearance or ability.
Sensory Hike
Have you ever gone on a hike, or nature walk? How would you plan for that if you had a disability? What if you
couldn’t see the trail, or hear the wildlife? Would you still enjoy the trail? Some organizations are creating trails
that are designated for all persons, or even trails that are designed to be sensory trails, with Braille signs and
audio narration of the trails. With a grownup, explore some of these parks. One place to start is at this website:
http://www.massaudubon.org/get-outdoors/accessibility/mass-audubon-accessible-trails-project Next, choose
a park near you, and explore a sensory or all persons trail. What makes it different than other trails you have
been on? Do you have a favorite trail you hike frequently? Use what you know to make a suggestion that would
make that trail more accessible to everyone.
Step 3: About Disabilities - Complete one choice
Cooking with Awareness
What is your favorite food? What if you suddenly couldn’t eat it anymore, ever? The food we eat is important
because it is fuel for our bodies. Sometimes, foods you eat every day affect might others badly if they are
allergic to them. What are some food allergies you have heard of? Some common foods people are allergic to
include peanuts and nuts, seafood and shellfish, wheat or gluten, milk and eggs.
What are some other eating habits that are important to people? In some cultures, people don’t eat dairy and
meat together at the same meal. Some people never eat meat, and some people don’t eat anything that comes
from an animal – no milk, or eggs. For some people with certain disabilities, avoiding certain foods like white
sugar, red food dye, or artificial ingredients can help control effects of their disability.
With the help of a grownup, plan a whole day of food for someone who needs to avoid certain foods. You might
know someone who has an allergy or need and can ask them to help you, or choose an allergy and plan around
that. Choose one recipe and make it together with a grownup’s help. You might go to http://kidshealth.org (with
a grownup!) to look for ideas.
Ian’s Walk, A Story About Autism
With a grownup, read the book Ian’s Walk, A Story about Autism by Laurie Lears (you can check it out from the
Research Department at GSEM, or look for it at your local library). Talk about autism and what it is. In the
story, Ian’s sister teaches us about her brother who has autism, and then shows us what it is like to do the things
that he likes to do. About 1 person in every 300 has autism like Ian in the story. Now that you know a little bit
about autism, if Ian were in your group, how could you get to know him? How would you try to include him in a
game or activity you were doing?
Finding the Signs
Are there signs in your community, or around your school or other places you visit (the supermarket) that let
people know that there are services available for people with disabilities? Are there ramps in place of stairs in
places you visit? Are there bathrooms with extra room for those who need more space to move around in? For a
week, be on the lookout for signs that tell you that places are more accessible for those with a physical
disability. Are there places that should be accessible that are not? Talk to an adult about the places you go that
are and are not accessible. What could you do to change that?
Step 4: Communication - Complete one choice
Who am I?
Do you think you are a good communicator? With a few friends, try this activity. Write the words YES, NO,
and PASS on three separate pieces of paper and place them in three different areas of the room.
Take turns reading each statement below (have a grownup help if you need to) and answer it by going to one of
the three areas of the room. (The PASS area is when you aren’t sure about the answer or if you feel
uncomfortable about the statement.) Don’t make any comments, just answer with yes, no, or pass.
Questions:
I like to watch TV.
I am the oldest child in my
I like spinach.
I like to stay up late.
family.
I like to make new friends.
I know how to swim.
I like bugs.
I am a Girl Scout.
Was it frustrating to just have yes, no, or pass as answers? Let’s practice being more effective communicators!
Form groups of two or three, and make up your own questions. Take turns asking a question to your friends
using good conversation form.
What is good conversation form? First, you ask a question, then listen to the answer, then comment on the
answer, or ask a follow up question. It might go like this: The question might be “Do you have any pets?” The
answer might be “Yes, I have a goldfish and a dog” A comment might be “I have a dog too!” and a follow-up
question might be “What are the names of your dog and goldfish?” Or, a follow-up question might be “Which
did you get first, your dog, or your goldfish?”. With your questions, practice all three parts, then switch.
Using My Senses
What would it be like if you had to rely on taste, sound, and touch when you were eating, instead of seeing what
you were eating? With a grownup’s help, cut an apple, a string bean, and some other fruits or vegetables into
pieces. With a friend, take turns – one person closes their eyes and is the taster, and the other feeds them one
item. The “taster” tells how it feels, and tastes, and tries to tell what it is. Then, trade places.
Now talk about this activity. Was it easy to know what you were eating? Why or why not? What did this have
to do with your senses? How did it feel not knowing what you were eating, and having to trust the friend feeding
you?
Art Smart
What is your favorite kind of art? How do you feel when you create something? What if art were a way for you
to communicate? For some kids art is a therapy that helps them express themselves. The VSA art program
creates an annual art show and gallery exhibit for kids who have disabilities. With a grownup’s permission and
help, visit this website link http://www.kennedy-center.org/education/vsa/programs/vsa_iap.cfm to learn
about this year’s art exhibit. You can also learn about how the Kennedy Center includes people who have
disabilities in attending the performances http://www.kennedy-center.org/accessibility/services/ . What can the
art center teach you about people with disabilities? Use what you learned, and create your own piece of
meaningful art about inclusion.
Step 5: Be Part of a Team – Complete one choice
Old Games New Ways
Think of a game or activity that you play at recess or in physical education class and think of ways you would
play these games with girls who have different abilities. You could ask a knowledgeable adult who is familiar
with disabilities, such as a physical or special education teacher, for ideas, or use the Girl Scouts game book and
adapt a game. Then take your game to a group of friends, and try it out!
Professional Athletes
If you grew up to play a professional sport what would you play? Learn about a professional athlete who has a
disability - how did they get involved in the sport? What type of special equipment do they use? Make a
trading card with information about this person. When you are done trade with your friends to learn about more
professional athletes with disabilities.
Disabilities and Sports
What are your favorite sports? Some people have a disability that makes playing a sport more of a challenge,
and they still find a way to play! Use the GSEM Inclusion Resource Guide (online at the GSEM website forms
library http://www.girlscoutseasternmass.org/forms/InclusionInformationBooklet.pdf ) and find a league or
organization that plays a sport that you are interested in – and plays with adaptive equipment. Bring your adult
along, and go watch a game in person, or watch together on TV or online.
Take Action: Now that I’ve earned this patch, I can take action by…
…putting in an extra effort to invite everyone to play, at recess or in the neighborhood. Role play with
friends how to ask everyone to play, and how to adapt the rules to include everyone.
…using what I learned from this patch to complete the Brownie Painting badge, Step 3. Paint a mood, and
Step 4. Paint without brushes.
…using what I know to complete the Fair Play Badge, and finding a way to include everyone in the games and
competitions.
…completing the Celebrating Community Badge, and find examples of inclusion in my community.
To request your patch, contact the Girl Scouts of Eastern Massachusetts Research Department at
[email protected] or 978.701.6333. You’ll need to let us know which choice from each
step you completed, and what your Take Action project was, and we’ll send out your patch!