Advocacy
This requirement has two parts: first, you need to understand what advocacy means. Then you choose one of three action options to put advocacy into practice.
- Option 5a: Present a disabilities awareness program to a Cub Scout pack or other group
- Option 5b: Volunteer with a disability education or advocacy program for eight hours
- Option 5c: Research and present 10 myths and misconceptions about people with disabilities
What Is Advocacy?
Advocacy means speaking up for the rights and needs of others — especially people who may not have the power or platform to speak for themselves. A disability advocate works to remove barriers, change attitudes, and ensure that people with disabilities have the same opportunities as everyone else.
Advocacy takes many forms:
- Personal advocacy: Standing up for a friend or classmate who is being excluded or treated unfairly
- Community advocacy: Working to make local buildings, events, or programs more accessible
- Legislative advocacy: Contacting elected officials to support laws that protect disability rights
- Educational advocacy: Teaching others about disability — which is exactly what this requirement asks you to do
The disability rights motto captures it perfectly: “Nothing about us without us.” The best advocacy amplifies the voices of people with disabilities rather than speaking over them.
Option 5a — Present a Disabilities Awareness Program
What to do: Create and deliver a presentation about disabilities awareness to a Cub Scout pack, your troop, a school group, or another audience. Your presentation must explain and use person-first language.
Planning Your Presentation
Presentation Planning
Steps to build an effective awareness program
- Get counselor approval: Share your plan with your counselor before you present. They need to approve your content.
- Know your audience: Cub Scouts (ages 5–10) need simpler language and more interactive elements than older Scouts or adults.
- Choose 3–4 key topics: Do not try to cover everything. Focus on person-first language, a few disability types, and practical etiquette.
- Use person-first language throughout: This is specifically required. Practice it so it sounds natural, not rehearsed.
- Include an interactive element: A short activity, a demonstration, or a Q&A session keeps the audience engaged.
- Prepare visuals: Posters, slides, or props help younger audiences stay focused.
- Practice: Run through your presentation at least twice before the real thing.
Presentation Ideas
- Language activity: Show two versions of the same sentence (one with person-first language, one without) and ask the audience which sounds better and why
- Empathy station: Set up stations where participants try writing with their non-dominant hand, navigating with a blindfold, or reading with simulation goggles — then discuss how adaptations help
- Meet the technology: Bring examples of assistive technology (a screen reader demo on a laptop, a braille card, a hearing aid) and explain how they work
- Story sharing: If someone with a disability is willing to co-present, their personal story will have more impact than any slide deck
Option 5b — Volunteer with a Disability Advocacy Program
What to do: Find a disability awareness education program at your school or through a disability advocacy agency, and volunteer for eight hours.
Where to Find Volunteer Opportunities
- Your school’s special education department — Ask if they need volunteers for peer buddy programs, unified sports events, or inclusion activities
- Special Olympics — Always needs volunteers for events, training sessions, and athlete support
- Best Buddies — A program that pairs volunteers with people who have intellectual and developmental disabilities for friendship and activities
- Local independent living centers — Often run community education programs that need volunteer support
- The Arc — Local chapters host social events, advocacy campaigns, and education programs
Making the Most of Your Hours
Eight hours might feel like a lot, but it goes fast when you are engaged. Track your hours and keep notes about:
- What you did each day
- Who you worked with
- What you learned
- How your understanding of disability changed
Option 5c — Research Myths and Misconceptions
What to do: Research myths and misconceptions about people with disabilities. List 10 myths, learn the facts about each, share your list with your counselor, and then present it to a Cub Scout pack or other group.
Common Myths About Disability
Here are some myths to get your research started — but do your own digging too. Use sources like disability advocacy organizations, government reports, and news articles to build your list.
| Myth | Reality |
|---|---|
| People with disabilities are “inspirational” just for living their lives | Doing ordinary tasks is not heroic — it is everyday life. This attitude (called “inspiration porn”) reduces people to their disabilities. |
| Wheelchair users cannot walk at all | Many wheelchair users can walk short distances. A wheelchair is a tool for managing energy and distance, not a sign of total paralysis. |
| Disability is always visible | As you learned in this badge, invisible disabilities affect millions of people. You cannot tell if someone has a disability by looking at them. |
| People with intellectual disabilities cannot work | People with intellectual disabilities hold jobs in every industry — from retail to technology to the arts. With the right support, most can work successfully. |
| Mental illness means a person is dangerous | People with mental health conditions are far more likely to be victims of violence than perpetrators. This myth causes tremendous harm and isolation. |
People with disabilities are “inspirational” just for living their lives
- Reality
- Doing ordinary tasks is not heroic — it is everyday life. This attitude (called “inspiration porn”) reduces people to their disabilities.
Wheelchair users cannot walk at all
- Reality
- Many wheelchair users can walk short distances. A wheelchair is a tool for managing energy and distance, not a sign of total paralysis.
Disability is always visible
- Reality
- As you learned in this badge, invisible disabilities affect millions of people. You cannot tell if someone has a disability by looking at them.
People with intellectual disabilities cannot work
- Reality
- People with intellectual disabilities hold jobs in every industry — from retail to technology to the arts. With the right support, most can work successfully.
Mental illness means a person is dangerous
- Reality
- People with mental health conditions are far more likely to be victims of violence than perpetrators. This myth causes tremendous harm and isolation.
Building Your Presentation
For this option, you need to present your list to a group — not just hand it to your counselor. Structure your presentation like this:
- State the myth clearly
- Explain why people believe it (media portrayals, lack of exposure, historical attitudes)
- Present the facts from your research
- Share what this means in daily life for people with disabilities
You have taken action as an advocate. Now comes the most personal part of this badge — reflecting on how your awareness has changed and making a commitment to carry it forward.