1. Applying the Vision

2. Invite, Welcome, Include
“All baptized persons with disabilities have a right to adequate catechesis” (NDC, 49)

3. 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.”

4. INVITE--specifically
Personally
In announcements about registration
Through signage for accessibility throughout the parish setting

5. 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

6. 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

7. The next 2 slides are modified from:
Praise Presentation, Archdiocese of Newark, Pastoral Ministry with Persons with Disabilities

8. 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

9. 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

11. It is Very Important that you gather meaningful information at registration

12. 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

13. 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.

14. 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 or
Opening Doors, Chapter Three, Section A.6.b.(3.b)
Breaks the major categories down to 4 areas.

15. 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

16. 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

17. 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

18. 2. Physical Considerations
Mobility Equipment
Child/youth needs assistance ( in fine or gross motor activities; toileting; at the time of dismissal

19. 3. Social Interaction Interacts well with peers, yes or no
Accommodations or additional considerations with social interactions

20. III. What Helps the Child/Youth Learn?

21. 1. Preferred Learning Style
Auditory
Visual
Tactile
Verbal
Doing
III. What helps the child/youth learn

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

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

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

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

26. 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