Catechetics

Some Strategy Suggestions
  • Attend to Communication - Receptive/Expressive/Combination
    • Is it happening?  What are the capabilities?
    • Use shorter phrases; Avoid speaking in the negative; Wait before repeating yourself
    • Visualize sequenced directions
    • Avoid misunderstandings
  • Preparation for Transitions - Advance Warning Systems*
    • Verbal countdown    Picture or word schedule     Concrete language
  • Using Visuals to Reinforce What We Say*
  • Writing Stories to Help Anticipate New Situations*
  • Thinking Alongside the Person*
  • Behavior Supports
    • Schedules (Promotes Independence; Provides predictability; Allows Self-Mgt)
    • Making Routines Comfortable*
    • Task Analysis
    • Shaping
    • Prompt and Fade
  • “Faith at Home” work


* Barbara J. Newman.  Autism and Your Church:  Nurturing the Spiritual Growth of People with Autism Spectrum Disorders.  Grand Rapids, MI:  Faith Alive Christian Resources, 2006.

A PRAISE Resource (Persons Recognized Accepted Included Spirit-Filled Educated)
Pastoral Ministry with Persons with Disabilities, Roman Catholic Archdiocese of Newark



PRAISE Project

Persons, Recognized, Accepted, Included, Spirit-filled, Educated


The PRAISE Project is the work of talented professionals, in the fields of education, theology, behavior & communication, with generous hearts working in collaboration with the department for Pastoral Ministry with Persons with Disabilities for the Archdiocese of Newark, to support full participation in the life of the church for people with developmental disabilities.

The Praise Executive Advisory Board consists of:

Geraldine Gibbia, Ph.D. ,CCC-SLP                    
Linda Meyer,Ed.D.,MPA
Mary Beth Walsh, Ph.D.                                                                                 
Anne Masters, M.A.


Together we are developing a certification process for special needs in catechesis that includes church teaching, theology, Sacrament preparation, as well as an overview of different disabilities and an introduction to strate ies to provide communication and behavior supports. This is with the collaboration of the Catechetical Office.


Adapted Prayers
Adaptations for Liturgy and the Sacraments

Download for Printing the following Liturgical Aids: 

Prayer of Sorrow – Adapted
Prayer of Sorrow – Adapted w/pictures

"Attends Mass"

Goal: The learner will attend Mass with his/her family. Attends Mass means sitting 
quietly in the church pew, visually and not engaging in any disruptive responses.[1]


Before you go:
 Prepare an individualized motivational system for the learner to use during the Mass, as well as any additional materials (e.g., schedules, communication boards). 

Step One:
 With a non family member: Escort the learner to church, preferably when the family is not attending the same Mass. During initial training sessions, bring the learner to the church for short durations (e.g., the last five minutes of the Mass-you are teaching this skill using a strategy called, backward chaining) many times per week is preferred.[2] Sit in the back of the church. Upon the occurrence of inappropriate movement, provide physical guidance for the learner to place his or her hands down in his or her lap and his or feet on the floor. Provide tangible reinforcers (e.g., tokens or edibles) frequently at first, (e.g., on a variable 30-second interval schedule) for appropriate behavior and for the absence of any inappropriate behavior. 

Teach the learner to attend and sit during a Mass for a short, designated period of time. Gradually increase the time (appx. 5 minute intervals) until he/she can attend and sit during a Mass for the entire time. 

Step Two:
Have a family member accompany the learner and “teacher” to the Mass. The “teacher” is still the one delivering the tangible reinforcers.

Step Three: Have the “teacher” accompany the family to church. The family is now responsible for the systems. 

Is it Working? Collect data: Use a Likert scale. Score a (0) for no disruptions while entering church or sitting in Mass, a (1) for one or two disruptions, a (2) for more than two disruptions. Data are summarized as number of disruptions per mass and graphed on a six month graph. 


This is a PRAISE* resource developed by the PRAISE Executive Advisory Board for the department for Pastoral Ministry with Persons with Disabilities of the Archdiocese of Newark.  Please feel free to share it with anyone you know wishing to help children successfully attend and participate in the Mass, when we gather to worship God and celebrate God’s presence with us in life.  *Persons Recognized Accepted Included Spirit-filled Educated – The PRAISE Project is the work of talented professional educators with generous hearts in collaboration with the department for Pastoral Ministry with Persons with Disabilities.
_____________________

[1] Behavior that includes attending to the priest and participating in the liturgy is part of "Participate in Mass" that is taught after mastery of " Attends Mass. "  If you have begun attending Mass, have your son/daughter observed attending church following your current practice, and decide where to enter this methodology

[2] School vacation is a good time to begin this, because of the option to attend Mass daily. Also, it may be helpful in the beginning that Mass during the week is shorter than on Sunday, and there are less people.  



 Check back soon.  Under development.



This is Our Cathedral


This is My Church


A Partial Bibliography

A Partial Bibliography - 12 Resources for many needs.

  • Books & Curriculuum
  • Scientific Journals
  • Local Support for Intellectual & Developmental Disabilities

Download the document for Printing



One Task, Many Roles

A WISH LIST OF ROLES FOR SPECIAL NEEDS IN CATECHESIS

The one task is supported inclusive religious education, yet there are many ways that people in your community can contribute. It is possible for people with a wide variety of skills, time availability and/or interest to contribute to the task. Not everyone needs to be a catechist. As for any role involved in religious education, training is required to support the level of interaction of the task.     

 
1.       Catechist – Catechist with skills as an educator, particularly special education, although does not necessarily need to be professionally trained. Sense of humor and flexibility are a huge asset.
 
2.        Aides/Assistants - Caring adults who can be present in groups to be extra eyes, hands, legs and hearts. Sense of humor and flexibility are a huge asset.
 
3.       Teen Aides - Caring teens who can be present in groups to be extra eyes, hands, legs and hearts. Sense of humor and flexibility are a huge asset.
 
4.       Buddys – Someone who will support one person in particular in a larger group, in a noninvasive way. Buddies would also be very helpful for modeling/teaching particular behaviors for worship. Sense of humor and flexibility are a huge asset.
 
5.       Inclusion Consultants – People with special education background that can serve as consultant/support for catechists.
 
6.       Hall ‘Monitors’ – Some facilities have many entrances and exits. It’s good to have extra people around for the restroom and keeping in those who belong inside and keeping out those who belong outside.
 
7.       Crafters – Some materials/activities may require extra preparation for children with limited fine motor skills. It can be a huge help to religious educators if someone else can prepare the material once he/she has determined what is needed.                 
a.      For people with limited or no ability to read, it is beneficial to adapt the materials used. For example make books interactive to allow for matching or selection or important items in a picture; creating story boards for storytelling.
b.      People with computer skills talented graphics software, such as Boardmaker, to make picture schedules or social stories, and/or can use a digital camera for the same purpose or to make a “Tour” of your community’s worship space. 
 
8.       Audio Recorders – Someone with a good speaking voice to record prayers, songs, and other catechetical material. This is especially for children with visual impairments or who are blind, but also helpful for others, particularly children with attention issues.
 
9.       Special Needs Coordinator or Assistant – This person expands the bandwidth of the religious education director. As an assistant, someone who can make the phone calls to schedule meetings and make contact for adaptive services noted above. As a coordinator, the person could reach out to families who have indicated special needs on the registration form for their child, and/or coordinate the “religious education IEP” process for the program. Sense of humor and flexibility are a huge asset for both. Understanding of education process is helpful for coordinator.
 
Remember, people with autism and/or other disabilities are also called to serve and love to contribute. They can do some of the tasks above, or others in the life of the congregation. Let their gifts and your creativity guide you.


Conversations with Parents
SUGGESTIONS FOR CONVERSATIONS WITH PARENTS OF CHILDREN WITH DISABILITIES, LEARNING OR DEVELOPMENTAL
FOR CLERGY, CATECHETICAL LEADERS & CATECHISTS
 

 Present an overall attitude of openness and a desire to be supportive.

 Ask the parent(s) what they are hoping for.
   Specifically, are they hoping for inclusion in a ‘mainstream’ religious education group with his/her peers? Potential possibilities are inclusion with the appropriate supports, within a group for children with special needs, one-on-one religious education or some combination.

 
 What are his/her special interests?
 
 What are his/her special gifts?
 
 Let the parent(s) know that in order to provide as positive an experience as possible, certain information would be helpful.
   How would they describe his/her social relationships?
   What methods of communication are used?
   What have been effective learning strategies?
   Are there any aggressive or inappropriate behaviors?
   What are possible triggers of aversive behavior?
   What is helpful for holding his/her attention?
   Are they willing to share a copy of his/her IEP, or at least what the requirements of it are?

o   It is important to recognize and respect the confidential nature of such a document.
o   Again, let them know that the reason for requesting it is to improve the quality of the experience for their child. 
   Does she/he have any diet or environmental issues?
   Does she/he have any medical issues you need to be aware of?
 
 As you do with any new family, it is good to get a sense of the role that faith plays in their life.  Remember, also, though, if they have not been able to attend worship regularly, it may be because they are very de-energized from dealing with disability in their family. A welcoming community can go a long way to helping them participate more.



Site Map