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

Settings: Center-Area Parishes Separate Programming In Home Center-Area Parishes Separate Programming Separate Room but Same Time Time Split b/w “M/S” & Separate Room “Mainstream Group” with Supplementary Instruction and Services “Mainstream Group” with Consultation “Mainstream Group” Settings: PRAISE Presentation, Archdiocese of Newark, Pastoral Ministry with Persons with Disabilities 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? Or something like that

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) Breaks the major categories down to 4 areas.

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) I. Administrative Information II. Areas to Consider in Designing and Adapting Lesson Plans III. What Helps the Student Learn IV. Emotional Well Being

II. Areas to Consider in Designing and Adapting Lesson Plans or Other Activities I. Administrative Information II. Areas to Consider in Designing and Adapting Lesson Plans III. What Helps the Student Learn IV. Emotional Well Being

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 III. What helps the child/youth learn

2. Attention Span III. What helps the Child/Youth Learn

3. Distractibility Auditory Visual Techniques to accommodate III. What helps the child/youth learn

4. Additional Learning Techniques to Which the Child/Youth Responds Well. III. What helps the child/youth learn

5. Other Information or Recommendations for the Catechist III. What helps the child/youth learn

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