Applying the Vision

Invite, Welcome, Include

“All baptized persons with disabilities have a right to

adequate catechesis” (NDC, 49)

BELONG

• “Do you feel welcome in your parish?”

• “Yes, but guests are welcomed. I want to be valued, to be a real part of the community— TO BELONG.”

INVITE--specifically

• Personally

• In announcements about registration

• Through signage for accessibility throughout the parish setting

WELCOME

• Establish relationship with the children’s and youth’s parents

• Get to know the child or youth as a person

• Build a partnership between the family, parish and the child’s school program

INCLUDE

• Individualize—there is no single strategy

• Be partners with the family for inclusion in all aspects of parish and diocesan life

• Provide specialized curriculum and disability specific formation for volunteers if needed

The next 2 slides are modified from:

Praise Presentation, Archdiocese of Newark, Pastoral Ministry with

Persons with Disabilities

In Home

Center-Area Parishes

Separate Programming

Separate Room but Same Time

Time Split b/w “M/S” & Separate Room

“Mainstream Group” with SupplementaryInstruction and Services

“Mainstream Group” with Consultation

“Mainstream Group”

Settings:

PRAISE Presentation, Archdiocese of Newark, Pastoral Ministry with Persons with Disabilities

MODEL OPTIONS & SUPPORTS• Inclusion in ‘mainstream’ catechetical group

– Shadow– “Buddy”– Extra Assistants– Incorporate strategies for behavior and language support.

• Inclusion of a group of children with special needs– Foster connections with the OTHER children & total

program• Combination

– Shared prayer and/or some activity– Be flexible – use alternate activities if that makes sense– Where does one-on-one catechesis make sense?

• Prepare for the next environment• Connection with worship community

PRAISE Presentation, Archdiocese of Newark, Pastoral Ministry with Persons with Disabilities

It is Very Important that you gather meaningful information

at registration

ASK….

• Does your child have any conditions, disorders, allergies, physical,

sensory, cognitive, or social/emotional disabilities of which we should

be aware so we can serve them properly?

When the answer is, “Yes”…Be in personal contact with the

parent(s) or guardian(s) and hold a meeting to gather pertinent

information. Design a plan…an Individualized Religious Education

Plan.

An Individualized Religious Education Program Form

• The eight-page form referred to here is from the Diocese of Orange, Department of Special Religious Education

• It can be used provided you credit the source.

• Find it at www.ncpd.org -- or

• Opening Doors, Chapter Three, Section A.6.b.(3.b)

I. Administrative Information

• Student Name, date of birth• Religious Education Goals of student & parents

or guardians• Parish Support Team Identification (family, DRE,

Consultant, Catechist, Aide)• Current interest in/Exposure to Religious

Experiences• Medical Information (Allergies, Seizures, Other

Relevant Needs/Information—cares for each)

II. Areas to Consider in Designing and Adapting Lesson Plans or Other

Activities

1. Communication

• Receptive language skills--addresses deafness/hard of hearing; non-verbal—with accommodation options

• Expressive language skills—how does this student communicate with others, with suggested accommodation options

• Written communication—grade level; large print; Braille; audio tape

2. Physical Considerations

• Mobility Equipment

• Child/youth needs assistance ( in fine or gross motor activities; toileting; at the time of dismissal

3. Social Interaction

• Interacts well with peers, yes or no

• Accommodations or additional considerations with social interactions

III. What Helps the Child/Youth Learn?

1. Preferred Learning Style

• Auditory

• Visual

• Tactile

• Verbal

• Doing

2. Attention Span

3. Distractibility

• Auditory

• Visual

• Techniques to accommodate

4. Additional Learning Techniques to Which the Child/Youth Responds Well.

5. Other Information or Recommendations for the Catechist

Emotional Well Being

• Clues to the child’s decline in well being

• Description of what triggers decline

• Ways catechist can help restore equilibrium

• Intervention tools for emergencies