Special needs children face challenges every day. As part of my Eagle Scout Service Project, I wanted to support these children in a crucial area – sensory activity. My mom does part-time substitute teaching and prefers to work with special needs students at Buffalo Trail Elementary School. One day, she mentioned that it would be nice if the students at her school could have more engaging sensory activities. This got me thinking about ways I could provide the students with their needs. Ultimately, I decided that I would design and build two sensory activity tables for my Eagle Project.
First, I researched sensory stimulation, as well as its needs and considerations. Activities help children develop appropriate responses to stimuli and can enhance their learning experience. They can also facilitate better visual, auditory, and tactile processing. In doing so, children can learn how to regulate their behaviors in a comfortable environment. However, some may be more sensitive to their environment and inclined to overstimulation. Using this information, I compiled a list of possible sensory activities that could be used. Next, I thought a table would be the most appropriate means to present and organize these activities for the students. I leveraged the activity table’s general design from a table my dad built for me when I was younger for my own activities (e.g., building train tracks, playing with Legos, playing with cars, etc.).
I then met with a Special Education Program teacher from Buffalo Trail Elementary School to discuss the proposal, gather requirements (e.g., size, height, features), and start planning the project. With the requirements in hand, I proceeded to make one of the tables as a prototype. This helped me fine-tune the process, materials, and design of the tables. I then used this experience to model the way for the second table. For example, originally, the table legs’ dimensions were slightly too small to secure the caster wheels with all four screws. For the sake of stability, I expanded the legs using an additional 2”x 2” board, enabling the caster wheels to be appropriately fastened to the legs. Once the prototype was completed, I planned out how to best execute the construction with other Scouts and participants. This included determining the order of how different pieces would be built, what teams would make what parts, how to maintain quality and safety, who would be on what team, how to motivate the team, and which participants could use what tools.
To account for COVID-19, I pre-screened the participants based on my Troop’s checklist. I also provided masks, hand sanitizers, and face shields on the build date. Social distancing was also employed (when applicable) to guard against transmission.
The most challenging part of the project was planning. There were many aspects to consider, including measurements, materials, supplies, tools, and safety. Other considerations included what activities to use and how to manage and lead Scouts to complete the project. Although it was a bit tedious and demanding, this process helped me improve my critical thinking and planning skills, including determining the budget, procedures, and logistics.
My favorite parts of the project were seeing the development of my ideas take shape. Its completion left me satisfied, especially seeing how beneficial the outcome is. What started as merely an idea became tangible objects that will benefit students over many years.
The most important things I learned from completing my project were communication, leadership, and planning skills. Being able to communicate effectively with the beneficiary, Scout leaders, and the Scouts who assisted me, whether through email or speech, was crucial to the project’s completion. With this came improved leadership skills, as I was able to better formulate courses of action and efficiently construct the tables.
When I learned that Bailey’s Elementary School in Vienna, VA, needed some garden boxes, I was inspired to help. I’ve always liked the school as my mother works there, and I particularly enjoy the idea of garden boxes that would help kids learn more about nature. So I decided to reach out to the school and present my plan for my Eagle Scout Service Project.
The task seemed daunting at first. Breaking the earth for my Eagle Scout project was no easy feat. I wanted to construct the front fence of the start of a new equestrian park for a local non-profit horse equine-assisted therapy organization. Driving out to the property, parking on the side of the road, I tried to peer in to see what I was working with. I shook my head in disbelief; from the road, I could not walk even ten feet into the property. It was overgrown, trees lining the front of the property, and bugs swarming my every step. How was I supposed to build a fence where I couldn’t even see the ground? However, I chose to help the organization; helping the therapy center made me feel meaning in my work, and the knowledge that less fortunate children could benefit from it only convinced me more to take this project on.
On the day of the project, after all the preparation, laying out the construction flags, measuring the fence distance, and renting equipment, I thought a fence cannot be that difficult to construct right? I was wrong. Off the bat, I faced even more obstacles. Drilling holes in the ground proved to be a pain in the ass, brittle, rocky earth testing my paper plan. After all the work I put in, I was not going to be stopped by a faulty power auger. My perfect plan was put to a halt in its tracks. As I pondered the possibility of working well into the night, it dawned on me that I should implement Plan B, one that just sprung into my mind. Keeping the workers focused and not idle became a new priority as the other parts of my old plan finished. I diverted my resources to help drill holes. Through the beating sun, we finally managed to finish the project after seven hours of hard labor, in front of me was a completed 300-foot fence. I would have never thought I would transform the wilderness into an orderly, pretty fence, a trailblazer for the equestrian park.