Social Stories for Church

Carol Gray has developed a technique called social stories to help a child with ASD (Autism Spectrum Disorder) understand cues and actions for specific social situations. Social stories are an effective method of providing both guidance and direction to promote self-awareness, self calming, and self-management in responding to social situations. The technique involves creating a short story that describes the situation and includes appropriate actions and expressions. By creating a short story, the situation is described in terms of relevant social cues, anticipated actions and information on what is occurring and why. The stories are written according to specific guidelines based on Gray’s extensive use of this technique. The story is also customized for the individual and their circumstance (Attwood, 1998).

Adams et al. (2004) found that social story intervention decreases a variety of undesirable behaviors exhibited by children diagnosed with ASD. Results of their study support the notion that social story intervention is a useful too in decreasing inappropriate behaviors. Although the problem behaviors decreased, the participant’s use of oral language to express his needs/concerns increased. Furthermore, this study demonstrated that multiple behaviors serving one function can be successfully addressed in a single social story. Using one story instead of four stories to address behaviors appears to be more efficient and effective.






<=My Social Stories Book by Carol Gray









The New Social Story Book by Carol Gray=>
Limited preview







Social Stories for Church:

autismsocialstories.com- Going To Mass (with pictures)

autisminspiration.com- Going to Mass (scroll down to this)

aleteia.org- A Great Visual Tool That Helps Children With Autism During Mass

creativelearning4kidz.com- Going To Mass Social Story
This social story is about going to Mass. Things you might do at Mass. How to behave during Mass. This book also comes with a set of 12 PECS cards.

positivelyautism.com- Going To Church on Easter (scroll down to this)

autismrelgiouseducation.net- Mass Book, Prayer Book, Confirmation Book, etc.

teacherspayteachers.com- Social Story Going to Mass Book + PECS Autism

simplycatholic.net- social story about attending mass and receiving Communion




Websites that have Social Stories:

autismteachingstrategies.com- Free Social Skills Downloads

adders.org- Social Stories by parents

depts.washington.edu- Social Stories Downloads

kansasasd.com- Social Narratives

kidscandream.webs.com- Social Stories (look under Website Menu for more different kinds of social stories)

paaustism.org- Social Story Resource Collection



How to write Social Stories:

vkc.mc.vanderbilt.edu- How to Write a Social Story

penandthepad.com- How to Write Social Stories for Children With Autism

classroom.synonym.com- Examples of Social Stories



Free Pictures to Make Social Stories:

do2learn.com- FREE Picture Cards to use to make social stories.

practivalautismresources.com- Browse through more than 100 pages of free printable items suitable for Social Stories (scroll down for these)

lessonpix.com- Social Skills pics

friendshipcircle.org- 12 Computer Programs, Websites And Apps For Making Social Stories

touchautism.com- Free Social Stories Creator & Library



*Some children do better with real pictures that can be taken with your digital camera or cell phone.

Inclusion of Special Needs Students in Your Classroom

Deciding how to best meet student’s needs occurs before classes start. This can be done among teachers during informal meetings, co-teaching, and formal meetings to recommend interventions or consider the appropriateness of how to best to teach the child with special needs. This collaboration also takes place with parents, siblings, guardians, and families during parent conferences as well as during day-to-day communication with parents regarding the progress of their child.

Collaboration involves cooperation, effective communication, shared problem solving, planning and finding solutions to ensure that all students in your classroom will learn to their fullest potential in an environment that promotes learning. To have constructive collaboration it is essential to establish an excellent partnership with all involved in working with students with special needs.

National Catholic Partnership on Disability (NCPD)- Samples of Registration Forms, Individualize Religion Education Plan, Alternative Religious Education Program Guidelines, Placement, Confidential Student File, Teaching Strategies, Permission for Classroom Observation, Release of Information, Volunteer Recruitment, Classroom Observation, Classroom Team Interview, Planning Meeting, Program Evaluation, and Report of Behavioral Incident.

When I find out that I am having a special needs child in my classroom I first meet with the parents and talk with them about their child and what their needs are. I also have the parents answer a questionnaire about their child before they come to class to help with the transition of their child into the classroom.

A training session of all personnel that will be involved with the child should be conducted before the student starts CCD to focus on identifying supports the student needs and how to implement them.

When writing up your lesson plans be sure to include strategies and adaptations for the student so you can best meet their unique needs.


Example:

Accommodation Suggestions for Students with ADHD


For Beginning Activities

Give small amounts of work.
Provide signals to begin.
Use timers and encourage self-monitoring.
Use verbal and written directions.
Provide additional structure (e.g., large-lined paper).
Highlight directions using larger fonts or colors.



For Keeping On-Task

Increase frequency of positive reinforcement.
Use peer assistants.
Make tasks interesting.
Break tasks into smaller, “manageable” units.
Allow breaks.
Use hands-on activities.



For Listening

Teach note taking and encourage use of notebook organizers.
Use positive reinforcement.
Allow doodling.
Allow standing.



For Excessive Activity

Use activity as rewards (run errands, wash boards, move desks).
Allow standing during class.
Encourage active participation.
Reward sitting.



For Impulsive Behavior

Provide acceptable alternatives.
Encourage trying to continue with another part of the assignment before interrupting the teacher.
Recommend not taking during lectures.
Recommend writing down questions and answers before blurting out.
Teach acceptable social behavior for conversations, for class behavior, and for interacting with peers.
Reward listening and appropriate behaviors.



For Working Independently

Ensure tasks match ability levels.
Provide brief directions.
Use brief tasks.
Use checklists for self-monitoring.
Use positive reinforcement.



For Following Class Rules

Keep rules simple.
Post and review class rules.
Model and role-play following rules.
Be consistent with enforcement of rules.
Provide students with copies of rules.




Meet with past teachers and find out what worked best for this student and what you as a teacher need to do to help the student learn to their fullest potential.

After you have met with the parents, past teachers, etc. and discussed thoroughly what the needs are for this student write up a lesson plan that includes any differentiation of presentation and response for the student, explicit strategies to meet the learning needs of this child or any other information or accommodations and/or modifications that the student requires. The lesson plan should be thorough and be able to use with all students in the class.



After you have done the lesson with your students you should evaluate the lesson. Self-evaluation is a very important part of every lesson. It requires you to think back on the lesson and consider the answers to general questions like these:

What went well in this lesson? Why?
What problems did I experience? Why?
Was it “student centered”? Should it have been?
What could I have done differently?
What did I learn from this experience that will help me in the future?

It is also helpful to break the lesson plan into its different components:

Preparation and research - Was I well prepared? - What could I have done differently?
Written plan - Was I organized? Did the written format work? Is there a better form?
Presentation - Were the students involved? Was I clear in my presentation? How was the pacing?
Assessment - Does my method(s) of assessment measure what I want? How did the class do? What should I change for next time?

Take the time to seriously reflect on your lesson. It is important to train yourself to be self-reflective/critical and “process” what your experience was. It is the primary way to learn from past experience and it will enable your students to learn to their fullest potential.

What Do You Need To Do When You Have a Special Needs Student in Your Sunday School Classroom?

What preparation should you do to help this child learn to his/her fullest potential?

1. Meet with your DRE and determine what questions to ask the parents BEFORE CCD starts. Meet with the parents and gather all the information you can about their child.

ncpd.org- Samples of Registration Forms, Individualize Religion Education Plan, Alternative Religious Education Program Guidelines, Placement, Confidential Student File, Teaching Strategies, Permission for Classroom Observation, Release of Information, Volunteer Recruitment, Classroom Observation, Classroom Team Interview, Planning Meeting, Program Evaluation, and Report of Behavioral Incident.


2. Have staff training for the special needs child BEFORE CCD starts.


3. Assign an aide or “buddie” to be with the student (if needed). Make sure the aide will be present each Sunday. Students with special needs do not like change. Train the aide on how the child learns best and their accommodations. Dismiss the aide when they are no longer needed by the student.


4. Decorate and organize your classroom to fit the needs of the child. Other suggestions: kalamco.com, brightubeducation.com, etc.


5. Organize your activities in your lesson plans in the same order each Sunday (this allows the student to become familiar with your schedule and it will calm them). Give the student a Visual Schedule and have the aide go over this with the student each day so they will know what will happen and what is expected of them. Use words or pre-made pictures, or cut some out of a magazine or catalog, and you can even take pictures with your camera (you can take pictures of them doing various activities and make a personal visual schedule). Use the format that fits their needs best.

When writing up your lesson plans be sure to include strategies and adaptations for the student so you can best meet their unique needs. Go over with the aide each Sunday the lesson plan and what they are supposed to do to help the student learn best.


6. Have the child come to class to see what Sunday School is like with no other students. Introduce yourself and the aide to him and go through a normal day in your classroom would be like. Show him what he will do step by step and give him an assign seat where he will learn best. Have his aide use his visual schedule to help him know what he is supposed to do and when.

Decorating & Organizing Your Classroom: Considerations For Children With Sensory Processing Disorders

Every teacher wants a beautiful classroom which stimulates their students to want to learn. Having colorful and stimulating classrooms seems to be the norm today, but is it the right thing?

Teachers need to take in mind that some students would find their classroom sensory alluring, but others with sensory processing challenges would find it a bit too much and could not handle your classroom. Behavior problems would result and children in your classroom would not be learning to their fullest potential.

Some children process sensory stimulation (sounds, taste, smells, touch, and what they see) differently than others. Some over react while others seem oblivious to the goings on around them. As a parent of a special needs child, teachers need to take into consideration all the senses and structure the classroom to meet children’s sensory needs.

For many students sensory overload is one of the most detrimental and critical problems in the classroom. An over-stimulating environment can cause some students to shut down, become excited, inappropriate behavioral problems can arise and may escalate which could lead to major meltdowns. Examples of an over sensory environment is: buzzing and flickering lights, clutter, decorations that are vivid in color and different kinds of patterns, loud sudden noises (fire alarm, timers, bells, etc.), students too close or brushing up against you, loud and noisy surroundings, various smells (certain foods, dry erase board markers, cleaning supplies, carpet, mold, etc.), crowded and chaotic classrooms, etc.

When designing children’s environments, it is important to consider the needs of children with sensory processing disorders and to think through the space as an experience. What will the children possibly see, hear, smell, taste, and feel? Are there things that could be designed differently in critical areas so as not to interfere with a child’s ability to learn?


Considerations for the Classroom:

slideshare.net- Sensory Considerations When Teaching And Setting Up The Classroom

sensory-processing-discorder.com- Problem Behavior In The Classroom: Dealing With Children And Sensory Processing Disorders At School

brighthubeducation.com- Activities for Hypersensitive Tactile Teens in the Classroom

sensorysmarts.com- Working with Schools from Raising a Sensory Smart Child

Special Needs Ministry

As a special education teacher, I am always looking for new ideas and resources. Here are some that I found online that I thought I would share.

covchurch.org- Disability Resource Manual: A Practical Guide for Churches and Church Leaders

mintools.com- Special Needs & Disability Ministry Resources

specialneedsministry.com- Special Needs Ministry Handbook

oce.archindy.org- Resources and Materials for Inclusive Special Religious Education in all Parishes

lifeway.com- Special Needs Ministry
• Bible Studies for Special Needs Ministries
• FREE Special Needs Ministry Resources
• Adaptation Tips - Use these one-page articles to train your leaders and volunteers.

archkick.org- Religious Education for Children with Special Needs

loyolapress.com- Special Needs:
• Adaptive Finding God
• Adaptive Learning Kits
• Inclusive Faith Resources

fulleryouthinstitute.org- Refusing to Ignore Teenagers with Special Needs
Five Ideas for Inclusion

The Catholic Toolbox- Decorating & Organizing Your Classroom: Considerations For Children With Sensory Processing Disorders

The Catholic Toolbox- Inclusion of Special Needs Students in Your Classroom

The Catholic Toolbox- Special Needs Students: Information to Gather From Parents

The Catholic Toolbox- Staff Training for Special Needs Students

The Catholic Toolbox- Social Stories for Church

momsofspecialneedschildren1.blogspot.com- Visual Schedules
Children with ASD need predictability and therefore do not like change. Having a chart or visual schedule displayed of what they are going to do and activities in advance can provide security and keep inappropriate behavior down to a minimum. This technique can also be used to prepare for any change in the normal routine. Letting children that have ASD know of any schedule changes prior to the activity can prevent anxiety and reduce the likelihood of tantrums, rage, and meltdowns.



Special Needs Religious Products

loyolapress.com- Everyone has a right to catechesis, which is why Loyola Press has developed these kits for individuals with autism and other special needs.

comcenter.com- Rose Fitzgerald Kennedy Program
Religious Education for Children and Adults with Special Needs

Staff Training for Special Needs Students

Today most churches are slowly learning to integrate special needs children into their religious education program. While some churches are lacking in this area, hopefully they will become aware of the need of ministering to special needs children. Granted, it takes a great deal of effort and planning, but it is well worth it when you can effectively connect and minister to a special needs child. Many families who do not attend church have said that they feel they cannot take their special needs child because they fear they will disturb the congregation or they don’t feel they can entrust their child to others. Some parents find that their special needs child is not welcomed or that there are no classes available for their child.

Even if the church does provide religious education to special needs children, many parents feel that their child’s needs are not being met. Parents have to understand that this is not because of negligence, but mostly due to the religious education teachers not being trained on how to teach special needs children. Parents need to remember that the teachers are volunteers and try to do their best, but without the proper training on how to teach their child, it can be hit or miss.

Training and communication between parents and teachers will help tremendously with this problem. Seeking the advice and assistance of the child's family is the most important factor in learning how to teach a child with special needs. Family members and other resourceful people in your church family can also help you meet the child's needs with sensitivity. Find out if you have a special education teacher in your congregation that could help or someone from a local school or agency that could train the religious education teachers and the “buddy” that may be assigned to the child. Parents also need to become more involved with the religious education in their church and let the teachers know specifically what their child’s needs are and how to best teach their child.

Before any special needs child comes to CCD, have the parents answer a questionnaire about their child before they come to class to help with the transition of their child into the classroom.

A training session should be conducted before the student starts CCD to focus on identifying supports the student needs and how to implement them. The meeting should include all teachers, helpers, “buddy”, bus driver, DRE, etc. who will have contact with the special needs child. Having all personnel at the training session is critical so the staff will understand the student’s strengths and concerns. It also allows for all their questions to be answered and they will know what they are supposed to do and how to do it. Remember, the key to successful inclusion is support and understanding.

When conducting a training session for all personnel, be sure to make it brief and informative. Do not waste their time with repetitive explanations that seem to go on and on. Teachers and staff want just the facts with interventions and strategies on how to best teach the child with special needs.

*Give each person a file (one of those folders with brass fasteners that hold papers inside) and go over it during the meeting.


What should be included in the staff training:

• info on the child with color picture
• description of disability
• educational impact of the disability
• accommodations and modifications present to assist the child in school
• behavioral interventions used
• assistive technology
• related services provided to the child
• important tips from past teachers
• parent contact info (cell/phone number, e-mail address, etc.)



Short 1 page info on:

• 10 traits ______ struggles with
• _____ strengths
• _____‘s special interests
• What school is like for _____
• When behavior difficulties do occur, they typically appear to be a function of:


Try to conduct the meeting with the parents present so they can add any other helpful information that will help identify what changes need to be made in the religious education environment and how you, as the teacher, can best teach their child.

Having a special needs child in your classroom is a rewarding experience. You might be apprehensive at first, but after you get to know the child and what their needs are, it can open your eyes to a whole new and wonderful world.

Children at Mass?

You know those looks; the outraged and discussed looks that parents receive when their child misbehaves in church. Yes, we’ve all seen it and unfortunately at times our children can misbehave as well at Mass. Children can run down the aisles, crawl under the pews, make so much noise that no one can hear what is going on, scream and cry as if they are being tortured, and even throw Cheerios at each other and some unfortunate parishioners nearby. The congregation consequently thinks that the child is extremely disruptive and with all their terrible behavior that they must be possessed. Meanwhile, the parents try to console their child and get them to stop, but to no avail. They therefore have to make a mad dash to the Cry Room with their child before some parishioner has a major conniption fit and lashes out at the priest after Mass.

Children at Mass is an extremely touchy subject among parishioners today. Some say if the child can behave appropriately and stay quiet, by all means let them come to Mass. But . . . (yes that dreaded word that parents loathe to hear) if they cannot control themselves in a respectful way and allow everyone to hear the Mass, please take your child to the Cry Room. Period.

Jesus said, “Let the children come to me” and children need to be in Mass so they can learn about our faith and be part of the congregation so how can this be done without causing problems?


1. Prepare your child in advance. Teach your child about how they are to behave in church and why.

Say to your child: “How should you behave at church? What should you not do in church? Can you run in church? Why should we not run in church?” (It does not show respect to God and it is not good manners.) “God doesn't come to your house and run around. You shouldn't run around in his.” Discuss. “If you ran in church, what would other people do? Discuss other bad behaviors and manners that kids do in church. How would someone in church react if they saw you do something bad? Discuss. How would your parents feel? Discuss. Why are good manners important at church?” (Because you should respect God's house.) Etc. Discuss.


And/Or you can do:

Social Stories for Church- Social stories are an effective method of providing both guidance and direction to promote self-awareness, self calming, and self-management in responding to social situations. The technique involves creating a short story that describes the situation and includes appropriate actions and expressions. By creating a short story, the situation is described in terms of relevant social cues, anticipated actions and information on what is occurring and why. The stories are written according to specific guidelines based on Gray’s extensive use of this technique. The story is also customized for the individual and their circumstance.


2. Do this lesson with your child: Church & Respect


3. Bring quiet activities for your child to do during Mass (books, coloring, etc.) if needed. Give praise to your child for good behavior.


4. Sit in the back so you can easily get to the Cry Room if your child (or the parent) needs a break.


5. Expect good days and bad days. No one is perfect and remember to take one day at a time.

Disability Resource Manual: A Practical Guide for Churches & Church Leaders

Disability Resource Manual: A Practical Guide for Churches & Church Leaders






This guide was created by Ashley Peterson. It includes definitions of different disabilities, suggestions for relating to that person, and accommodations that can be made within the church. It also provides information for starting a disability ministry, providing care, the theology of disability, and the spirituality of disability. Included is an annotated resource list.

National Organization on Disability

Religion and Disability Program- Encouraging faith communities to remove barriers to full religious participation.

The Religion and Disability Program of the National Organization on Disability (NOD) is an interfaith effort urging national faith groups, denominations, local congregations and seminaries to identify and remove barriers of architecture, communications, and attitudes. The program reaches out to congregations and people of faith through publications, information referral, and various program initiatives.

The Religion and Disability Program has much to offer you in your journey towards building a faith community that is welcoming to all:

• Access to the Religion and Disability Program E-Newsletter, sent quarterly, a source of valuable resources and information for those working to include children and adults with disabilities in their religious communities.

• Enrollment in the Accessible Congregations Campaign, a campaign that seeks to partner with congregations of all faiths who commit to identifying and removing their barriers and welcoming people with all types of disabilities.

• Several publications, including our very popular That All May Worship: An Interfaith Welcome to People with Disabilities, which offer advice on becoming more accessible and welcoming to people with disabilities. Our other publications include Loving Justice, From Barriers to Bridges and Money and Ideas.

• Information on That All May Worship conferences, conferences that bring together people with disabilities and lay or ordained religious leaders to plan improved access—both physical and spiritual—in houses of worship.

• Access to the Interfaith Directory of Religious Leaders with Disabilities, a directory that provides contact information for over 130 religious leaders with disabilities who wish to foster communication with others in the religious community and the disability community.

• Assistance from the Congregations Who Care—Prepare project, a project to advise congregations on how to assist people with disabilities in the event of a natural or man-made disaster.

• Participation in the Seminary Project, a project that provides information to help seminaries welcome people with disabilities, and to better equip future religious leaders to serve, and serve with, children and adults with disabilities.

To find out more about the Religion and Disability Program contact us by phone at (202) 293-5960, or e-mail at religion@nod.org. You can also write us at Religion and Disability Program, National Organization on Disability, 910 Sixteenth Street NW, Washington, DC 20006.

Ministering to Children with Special Needs- books

*Here are a few books I found that might help you in ministering to children with special needs.



Welcoming Children with Special Needs: A Guidebook for Faith Communities by Sally Patton

Limited preview- See some of the book.



Special Needs, Special Ministry by Jim Pierson

Limited preview- See some of the book.



Children Matter by Scottie May, page 311

Limited preview- See some of the book.

National Catholic Partnership On Disability (NCPD)

NCPD was established in 1982 to further implementation of the 1978 Pastoral Statement of U.S. Catholic Bishops on People with Disabilities, which calls for full inclusion of all persons with disabilities in the Church and in society. They publish a newsletter, offer various information resources and present Catholic perspectives on disability issues.


These web pages link directly to information about disability ministry or ministry for the deaf and hard of hearing in each of these dioceses.



*Contact the Office for Ministry with Persons with Disabilities for your diocese. This Office is pastoral in nature and serves as a resource and information center for pastors, parish leaders, persons with disabilities, their parents, caregivers, educators and service providers and all who wish to embrace in fellowship and love those among us who have been excluded or ignored by church and society because of their disabilities. The Office also provides:

-Advocacy leadership training
-Accessibility evaluations and suggestions
-Awareness programs
-Catechetical leadership training
-Family support
-Education
-Spiritual programs
-Sacramental preparation

Special Needs Curriculum

Children with special needs can have a hard time participating in most Sunday school classes. Well-written curriculums designed to meet the needs of these special children are extremely rare, but here is one that I found- Special Buddies from Lifeway.




Special Buddies (for kids with special learning needs)

Fast-paced typical church activities can be overwhelming for children with special needs. Bible Teaching for Kids Special Buddies intentionally slows things down and makes time for plenty of repetition, application, and review of biblical concepts. Two Bible stories are presented per month, rather than beginning a new story every week. Lesson plans are in a pick-and-choose format. Teachers choose from more than 12 activities for each story. This enables you to select activities based on the individual skill levels of learners.

Special Buddies works well in all kinds of situations with children of varying developmental levels.

Try it out with...
• a self-contained classroom of school-age children with special needs.
• an individual child who receives one-on-one care at church while parents attend Bible study.
• a child with special needs who attends a typical Sunday School setting but responds well to modified lessons and individualized attention.

And that’s not all! Any teacher who works with any child with special needs at any time during the church week can pick up Special Buddies and use activities to review and boost learning that began last Sunday.

Special Buddies Leader Guide provides multisensory activity ideas for two Bible lessons each month that match stories found in all other Bible Teaching for Kids books. Each lesson includes enough ideas to use for two weeks.

Special Buddies Learner Guide goes hand-in-hand with the Leader Guide. With adult assistance, children complete the activities on each page with little or no reading or writing. Parents may repeat the activity for review and also use the included Parent Tip to build on Bible truths at home.


Learn more about Special Buddies Curriculum


Free samples of Special Buddies

Learners Guide

Leader Guide

Special Needs Children at Church

Jesus said, “Let the children come to me.” What does that mean? It means all children are loved by Jesus and that they are welcome. Ask yourself; are special needs children and their families welcome at your church? It is a hard question to contemplate and can be very troublesome to most. Children with special needs and their families want to come to church, but many feel that they will not be welcomed and that there are no religious education classes that are available.

Jesus also said, “Do unto others as you would have them do unto you.” What does this mean? It means we should treat others the same way you want them to treat you. That is easier said than done. Do you respect everyone and treat them kindly at all times? During our daily contact with others we can show compassion and generosity by treating them with respect and courtesy. This dignified and respectable behavior that we give to others is part of what Jesus was talking about. Try your best to treat others as you would like to be treated and you will find that it will help you so much in everyday life with getting a long with others. This also goes for children with special needs and their family. We need to show them compassion and generosity and treat them with respect and courtesy.




Jesus also said, "Love your neighbor as yourself." Who is my neighbor, who am I to love? Who isn’t my neighbor? Everyone is your neighbor. Your neighbor lives next door, the person you go to school or work with, the person who lives far away, even someone you don’t know. "Love your neighbor as if he was you" means to look at someone and realize that you are just like them, vulnerable, and different. We are all different and God loves each and every one of us and we should love others too because they are just like us.

So is your church a welcoming place for families whose children have special needs? It can and should be. All it takes is a little love and understanding from all for it to happen.

Special Needs Students: Information to Gather From Parents

Most children with special needs who come to a parish religious education program will already be in an inclusive education program in their public school where they are learning side by side with their typical peers. When children with special needs are in a parish religious education program, they are usually in a regular classroom with support. This support may be an aide (or the parent) that has been trained to help so the child can participate in the regular program. Some children just need a few accommodations and modifications to the classroom and program. Keep in mind that each child is different their needs are different and what is appropriate for one child may be inappropriate for another.

When a special needs child is assigned to your classroom, be sure to gather information from the parents about their child before they come to class to help with the transition of their child into the classroom. When asking these questions let the parents know that this information will help identify what changes need to be made in the religious education environment and how you, as the teacher, can best teach their child. If the parents understand that you are trying to help their child, they will be more readily acceptable to answer the questions truthfully and be more at ease. Remember, the key to successful inclusion is support and understanding.


*Meet with your DRE and determine what questions to ask the parents. Below are some examples of questions you can ask.

What can I do to help your child in the classroom?
How does your child learn best?
What are some important tips from past teachers?
What strategies can I use to help your child learn best?
What are your child's strengths?
What situations do you find that limit your child's involvement? Do you have any suggestions in overcoming these obstacles?
How can I contact you? (cell/phone number, email address, etc.)


If more information is needed, the following questions might be helpful:

-What is the description or characteristics associated with your child’s special needs?
-How does this affect your child’s education?
-What are the accommodations and modifications present to assist your child at school?
-Are there any motor skills activities that your child needs help with? (Example: writing, cutting, coloring, packing their belongings, etc.)
-Are there environmental issues that we should be aware of? (Example: schedule changes, crowds, seating preferences, lighting, participating in a small group, noise, etc.)
-What interventions or strategies are used for behavior?
-Are their sensory issues that we should be aware of? (Example: Sensitive to certain sounds and forms of touch? Sensitivity to the taste and texture of foods? Sensitivity to particular levels of lighting, colors, etc.? Sensitivity to smell? Sensitivity to pain and temperature? Etc.)
-Does your child use assistive technology?
-How does your child communicate with others?
-Is your child self sufficient in the restroom or does he/she need assistance?
-Are there any health or safety concerns?


What other questions can you think of to ask the parents of a special needs child?

Ministering to People with Special Needs

Here is some great information on how to teach children and adults with Special Needs. Lots of tips, curriculums, resources, articles, etc. for you to choose from.

Ministering to People with Special Needs

Religious Education for Special Needs Children

When faced with a special needs student in your CCD classroom it can be rather daunting. What do you do? What can you expect? How do you teach this child? Etc. These questions and many more inundate your mind when you are told that a special needs child will be coming to your class.

I used to be a special education teacher in the public schools and I use this knowledge to teach any special needs student that is in my classroom. What I do is just a modification of the regular curriculum. Each student is different and the program should reflect the child's individual and unique needs. Remember, a program that is appropriate for one child may be inappropriate for another.

Be sure to gather information from the parents about the child before they come to class. This information can help identify what changes need to be made in the religious education environment. Some children may need to be in a separate structured program, others may need an aide (or the parent) that has been trained to help so the child can participate in the regular program. Some children just need a few accommodations and modifications to the classroom and program. Remember that each child is different and their needs are different as well.