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Christian Churches Disability Ministry

www.ccdmononline.org

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Including Students with

Intellectual Disability CCDM wants to meet the needs of persons with disabilities and their families. One of the ways we seek to accomplish this is by providing booklets such as this for congregations and individuals to use. However, we ask that you contact us for permission to reproduce any portion of this publication.

CCDM, 2010, 2011 PO Box 310

Louisville, Tennessee 37777 (865) 984-5178

info@ccdmonline.org

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Table of Contents

Introduction..................................................................................................................

Definition of Intellectual Disability..............................................................................1

Diagnoses that Involve Intellectual Disability……....................................................1

Characteristics of People with Intellectual Disability..............................................5

Key Tips for Teaching Students with Intellectual Disability…...................................7

Using Music and Drama to Teach Students with Intellectual Disability….……....13

Behavior Management Guidelines..........................................................................17

Goal Setting for Students with Intellectual Disability..............................................21

Adults with Intellectual Disability...............................................................................25

Curriculum for Adults with Intellectual Disability.....................................................31

Resources....................................................................................................................33

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Introduction Every person, regardless of age, sex, race, mental or physical capacity, deserves to know the love the Father has lavished upon us. We in His church have been given the responsibility of insuring that all people receive the opportunity to experience this great love. Whether teaching a young child who lives with her family and is part of the public school system or an adult living in a residential facility and working in supported employment, he/she can learn about the love of our wonderful Lord. We pray that this booklet will provide you with useful information about intellectual disability and give practical suggestions for making your teaching effective.

The terminology used in describing persons with mental retardation has changed often over the last several years. Most of the changes have been toward a kinder more sensitive word choice. Today, it is common to hear it said that a person has an intellectual disability or cognitive disability rather than using mental retardation. While the terms describe the same disability, in this booklet we will use intellectual disability. If mental retardation is used, it will be in a direct quotation from a published work. We urge people who continue to use mental retardation to do so with respect and kindness to the person and his family.

No matter what the label is, the important thing is to learn how the child is affected by the disability, how to appropriately program for him, and to show the love of God to the student and the family

Helpful information about intellectual disability

• It is not a disease. It cannot be caught.

• It is not mental illness.

• It is permanent. The child will not grow out of it.

These few facts are important for you to know. Your ability to be comfortable with the child in your class who has an intellectual disability will be conveyed to the other students by your attitude, words, and deeds. Take time to explain these three facts to children in your class using words they understand. The more they understand about intellectual disability, the better equipped they are to become friends and encouragers for their new friend with an intellectual disability.

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The student with an intellectual disability has the capacity to learn, to develop, and to grow. He can make a positive impact on his family, community, and your class.

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Defining Intellectual Disability Intellectual disability is caused by conditions that impair the development of the brain before birth, during the birth process, or before the age of eighteen. It is characterized by below average intellectual functioning along with impairments in the ability to learn skills needed for daily living.

An individual with intellectual disability will have an IQ of 70 or below and will also experience delays in his adaptive skills. The will affect his rate of learning, communication skills, caring for his personal needs, social interactions, and his ability to attend to things happening in his environment. We will discuss the specific characteristics of an individual with intellectual disability later in this booklet.

Diagnoses that Involve Intellectual Disability Intellectual disability can have many causes. The following are common diagnoses that involve intellectual disability.

• Down Syndrome – Down syndrome is probably the most well know diagnosis. It is a chromosomal disorder that causes intellectual disability and has easily identified traits such as the shape of the eyes and body size. As a Sunday school teacher, you will need to know that communication can sometimes be an issue. Their receptive language is better than their expressive. For some, their speech can be difficult to understand while others may be non-verbal. They have difficulty with short term memory, so it is best to give them one or two-step directions. (For example, do not give your student a list of several things to go and get, such as glue, scissors, and crayons. Ask him to get only one thing at a time.) They may also show tendencies of stubbornness. Using a schedule in the class can help them to know what is coming next and can cut down on negative behaviors.

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• Fragile X – Fragile X, also called Martin-Bell syndrome, is an inherited

genetic disorder. It occurs when the long arm of the X chromosome, which is passed on by the mother, is broken or weak. Boys are more severely affected than girls. They will display physical characteristics such as a long face and prominent ears. They can also have seizures. Intellectual disability in boys with Fragile X will range from mild to severe, while in girls, it ranges from having learning disabilities to mild intellectual disability. In the Sunday school class they may exhibit delayed speech skills, be hyperactive (especially the boys), and have problems maintaining attention. The boys may also engage in autistic-like behaviors such as hand-flapping and avoiding eye contact. Occasionally they can be aggressive. Children with Fragile X will function much better in a structured environment.

• Fetal Alcohol Syndrome (FAS) – Fetal Alcohol Syndrome occurs as a result of prenatal exposure to alcohol. It is characterized by both mental and physical disorders, including intellectual disability, brain dysfunction, physical abnormalities, learning disabilities, and psychological disorders. Children with FAS have deficits in memory and attention and tend to be hyperactive. Abstract concepts are difficult for them, and they have trouble learning from consequences. They have impulse control and

immature behavior. It is important to remember that these behavioral issues are a result of damage to the brain and that the children do not always have control over them. They are not being deliberately disobedient. When unusual or difficult behavior occurs, it may indicate that they are stressed or confused. Allowing them to take a break or change activities can help alleviate the negative behavior.

• Hydrocephaly - Hydrocephaly is a condition in which faulty circulation of the cerebral spinal fluid causes the fluid to build up in the brain. This can be present at birth or develop shortly after birth. A shunt can be installed surgically to help with the flow of the fluid; however, intellectual disability is often present. Children with hydrocephaly have a wide range of ability levels.

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• Microcephaly – Microcephaly can be a part of many disorders and syndromes associated with intellectual disabilities. A child with microcephaly has an abnormally small head. He will have delayed motor skills and speech skills, intellectual disability, and may have seizures. He will need an assistant with him in Sunday school to help him to participate in class activities.

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Characteristics of People with Intellectual Disability

Spiritual

• They love simply, abundantly, and unconditionally.

• They possess a simple faith in God and His people.

• Eighty-five percent reach a mental age of at least 12, the age at which

many people in the general population become Christians.

• Most are fully capable of understanding spiritual truths.

• They enjoy the fellowship of their peers and of their church family.

• They are teachable. Behavioral

• Their interests will be more in keeping with their mental age

than their chronological age. “Mental age” refers to the age level equivalency of their intellectual skills. For example, a child may be fourteen, but intellectually, she functions more like an eight year old.

• They have the same emotional needs as the typical person.

• Negative behaviors may be attributable to not knowing or under-

standing social rules. They will need prompting and practice to learn behavioral expectations and to follow them.

• Their attention span is limited and they are easily distracted.

• They may be hyperactive or hypoactive.

• Routine is very important to them. They may become quite

stubborn if you try to change their routine.

• They quickly form strong attachments.

• They may “act out" or throw a tantrum if they become frustrated because something is too hard for them or they are having trouble communicating.

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Educational

• They learn best through experiences that utilize all the senses—

touch, sight, hearing, smelling, tasting.

• Many have physical and/or sensory deficits.

• They are literal thinkers; abstract concepts and ideas are difficult to grasp.

• They have difficulty generalizing, carrying over skills learned in one environment to another.

• They have poor reasoning skills.

• They do not experience incidental learning (such as picking up

something by overhearing a conversation or coming to a logical conclusion from observation).

• They often have low self-esteem that affects their motivation and

participation.

• They are easily confused.

• It takes longer to learn new concepts. Repetition of a new task or skill is required to successfully master it.

• Fine motor delays can affect participation in classroom activities,

especially in art activities and worksheets. Modifications will need to be made to allow the student to participate.

• They have communication deficits. Articulation problems can make

their speech difficult to understand.

• Some children will be non-verbal and communicate using pictures, sign language, or a voice output system.

• They are easily distracted and may need someone to sit by them to help

keep them on task.

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Key Tips for Teaching Students with Intellectual Disability

Be Prayerful Trust the Lord to provide all that you need (volunteers, materials, time, etc.) to be an effective teacher. You can do all things through Him who strengthens you — when you bow before Him regularly in prayer.

Be Flexible Next to a commitment to prayer, flexibility is the most important teaching principle you can develop. You may find yourself having to abandon a lesson on the Ten Commandments that you spent hours preparing in favor of an impromptu lesson on death. You never know when a student will come to class with an exceptionally pressing need, worry, or concern. You must be able to toss aside the morning’s lesson plan and devote your complete attention to the crisis at hand. Lessons will wait for another day; fragile emotions will not. In addition, you need to be flexible enough to take advantage of teachable moments as they appear—during a picnic in the park, driving a student to his home, or in the middle of a lesson on a completely different subject! You never know when the Holy Spirit will bless you with the ideal moment to teach about a particular spiritual principle.

Be Creative Teaching persons with intellectual disability takes energy—lots of it! The best way to keep your energy up, and the energy of your volunteers, is to be creative. Make up a skit, perform a silly song, or dress up in Biblical costumes to surprise your students. You can devise a myriad of activities and living illustrations. Why just talk about Jesus feeding the five thousand with five loaves of bread and two fish? Prepare a basket with five rolls and two smelly sardines (your students will love it!), and let them see just what a small amount of food that is. They will grasp the miracle in short order when you make it come alive for them. To illustrate a lesson on Jesus being able to create in us a clean heart, come to class in your bathrobe (over your Sunday clothes, of course) and shower cap, toting your soap, shampoo, and toothpaste. Your students understand that all those things help to keep us clean on the outside. What can clean us on the inside? The forgiveness found in Christ Jesus!

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Be a Friend Most students with intellectual disability have many people in their lives; family members, teachers, supervisors, therapists, doctors, and caseworkers. These people do not have a choice about being involved in the life of your student, and many of them are paid to be involved. Your students need a friend. They need someone who takes an active interest in their emotional, physical, and spiritual wellbeing; someone who provides encouragement and hope because he wants to, not because he has to. The unconditional love you share with your students can change their outlook on life and their view of their own personal value and worth in a dramatic way. The mere fact that you have chosen to teach learners with intellectual disability speaks volumes to your students and their families about genuine love and acceptance. Your friendship is one of the best gifts you will ever be able to give to your students. As you offer your friendship to the boys and girls or ladies and gentlemen in your class, be transparent. Share your own hurts, needs, and prayer requests and allow these friends the privilege of interceding for you. Let your students know that you value them as friends.

Be Challenging No one likes to be trapped in a situation where someone is telling him things he already knows or where he is never given the opportunity to ask questions or explore new concepts. Your students with intellectual disability feel the same way! Do not limit them to watered down versions of Bible stories and pointless, busywork activities. Ministers and members of congregations frequently assume that Bible school classes for learners with intellectual disability are merely babysitting services. Prove them wrong! Corrie ten Boom wrote, “While the minds of the mentally retarded do not function normally, their spirits do . . . and those spirits respond wholly and completely to the truth of Jesus Christ.” After we challenge our students with that truth at a level they can understand and with materials designed with their special learning needs in mind, we can sit back and expect the miracle that the Lord Jesus will work in their minds and hearts!

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Suggestions for the Teacher This section lists some practical ideas for including children with intellectual disability in a Sunday school class.

General classroom management The physical arrangement of your classroom and how it is structured can do a lot to establish a positive learning environment for a child with intellectual disability. The following ideas can be implemented in a Sunday school setting.

• Train a teacher’s assistant to work with the child with intellectual disability.

This assistant can help prompt the child to keep him on task, modify activities for him, and deal with any behavior is- sues that may arise.

• Peer tutor/buddies can be great helpers and encouragers for students

with intellectual disability. Train these buddies in how to appropriately help their friend with intellectual disability.

• Routine and structure are very important for a child with an intellectual

disability. Post a schedule in the classroom with picture prompts that shows the order of activities. Try to follow the same routine week to week in your class.

• Look at the seating arrangement in your room; during music and story

time, do your students sit on the floor or in chairs? Some children with intellectual disability do not sit well on the floor. They tend to wiggle around, lie down, untie their shoes, etc. It may be better to have your students sit in chairs rather than on the floor.

• If the child with intellectual disability has trouble keeping her hands to

herself, have the assistant sit next to her and make sure other children are out of her reach.

• If you are using props during your story time or music time, seat the child

with intellectual disabilities away from the props. She will most likely become very interest in those props and you will have a hard time keeping her away from them.

• Provide an area of the classroom where your child with intellectual

disability can take a break. Sometimes the activities in the class may be too much for her and she will just need to get away. A bean bag or chair can be provided for her to go sit in along with books or another favorite activity.

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• Use a visual cue along with verbal directions. Have a picture card to represent common directions, such as sit down, be quiet,

stand up, line up, hands in your lap, etc.

• A child with intellectual disability needs repetition and practice to learn classroom rules. It may take several weeks for him to learn to follow the routine and the rules of the class.

• Allow the child with intellectual disability to visit the classroom for the first

time when it is empty. Let him explore around the room; talk to him about the different things he will do when he comes to Sunday school.

Teaching Strategies Using effective teaching strategies can help to control the behavior of students with intellectual disability. Behavior issues will often arise if they are not engaged in the lesson the teacher is presenting. The following are teaching strategies that can be used with children with intellectual disability.

• Stress what the student can do, not what he cannot.

• Use vocabulary he will understand without talking down to him.

• Avoid tasks that require skills your student has not acquired, and probably

will not, such as advanced reading and writing.

• Use repetition – the key to retention.

• Apply the lesson to the student’s everyday life.

• Teach in small, logical, sequential steps.

• Use motivational techniques such as verbal praise, a sticker, a pat on the back, or a touch on the shoulder.

• Use a multi-sensory approach. Utilize all five senses – sight, smell,

touch, taste, and hearing.

• Give concise, one- or two-step commands/directions.

• Be organized.

• Use props when telling a story. Use pictures, objects, etc. that go along with the story. The props will help to keep the attention

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of all the students in your class, but will be especially helpful for the child with intellectual disability.

• Find ways to keep the class in the story. For younger children, repetitive

phrases are great. When telling the story of Noah’s ark, allow the children to say the phrase, “It rained and rained and rained” throughout the telling of the story. As you describe how the water was rising, how the long days passed on the boat, etc., they will have fun adding in the line about how it just kept raining. They can also do hand motions for the rain falling down.

• Allow the children to act out the story as you tell it. For example, when

telling the story of the parable of the sower from Matthew 13, let the children act out the birds eating the seed, the plants growing up and withering, etc.

• Modify art projects and work sheets so that the child with intellectual

disability can participate. If cutting on the line is an issue, outline the picture to be cut with marker so he can see the line clearly to cut on. If it takes him a long time to cut and there are many things that need to be cut out, let him cut out one or two items while his assistant cuts the rest. If reading is an issue, read the worksheet to him and help him to complete it.

• Have the teaching assistant sit next to the child with intellectual disability

during activity times and instruction times so she can prompt the child as needed.

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Using Music and Drama to Teach Students with Intellectual Disability

Incorporating music and drama into your lessons can be a powerful teaching tool for children with intellectual disability. These two teaching strategies draw children into the lesson and allow them to become active participants in the lesson not just passive recipients of the les- son. We have included some ideas for using music and drama in your Sunday school class. Use these ideas as a starting point and then be creative and expand on them to meet the needs of your class members.

Music Symbolism and Students with Intellectual Disability Symbolism and abstract expressions are extremely difficult for students with intellectual disabilities to understand. Consider the images called to mind when students hear about being “washed in the blood,” or “Oh! For a thousand tongues to sing!” Take time to explain confusing lyrics and unfamiliar vocabulary. This is one area where contemporary Christian music may have an advantage; the language is, by definition, contemporary, and is often easier to understand. However, if your student grew up in a Christian home where old hymns were enjoyed, the familiarity of them will be very comforting to him. Both contemporary Christian music and the older hymns contain messages that will bring comfort, peace, joy, and hope to the student who has intellectual disability.

Music as a Learning Tool Setting facts or phrases to music makes them very easy to memorize—for anyone! Scripture songs are easy to memorize. This technique can be used with students of any age and any mental ability. If you have ever learned Scripture set to music, you know that you can recall that verse years later, when all the other verses you “memorized” have vaporized! Use this technique to help your students:

• Learn memory verses or books of the Bible. Try using an already familiar

tune.

• Learn a new verse to a familiar song.

• Learn songs that foster the development of self-esteem.

• Sing songs simply for fun.

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You can also use music to reinforce Christian behavior and social skills. Teach songs with good messages. Play good Christian music while the children are playing. Develop games that use music to strengthen listening skills. Learn to “sing” a song in American Sign Language. Make a rebus song chart to help students learn a new song.

Using Drama as a Learning Tool Who would not rather watch people in action rather than sit and listen to a story? Capture your students’ attention and get them involved in learning by using

• Role-plays

• Skits

• Puppet shows

• Finger plays

• Homemade videos

The Benefits of Storytelling Through the years, millions of parents (the child’s first teachers) have responded to the request, “Tell me a story.” Because of a good, well-told story, children have changed their behavior, have dreamed wonderful dreams, and have dared to try new skills. Storytelling is a great way to teach students with intellectual disability—just remember to use clear and understandable language and choose events and relationships that your students can relate to. Deep spiritual truths can be conveyed through a story set in contemporary times.

Why use a story?

• It builds imaginative skills.

• It helps increase short attention spans.

• It gives important ideas concreteness.

• It adds pleasure to learning.

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How can the story be most effective?

• Select a single purpose for the story. (Omit complicated details that do not fit the purpose.)

• Know the story well—you don’t want to be checking your book for

facts.

• Make the individual characters stand out.

• Do not read it, tell it!

• Keep the story brief. Effective delivery techniques

• Vary your voice. Create a distinct voice for each character. Be careful never to sound like you are mimicking or making fun of anyone.

• Exaggerate for emphasis. Use high highs and low lows. Stretch out and

repeat important words. Exaggerate facial expressions.

• Use appropriate movements at times in the narration.

• Employ conversation between the characters in the story.

• Do not talk down to the listeners.

• Select words that are on the students’ vocabulary level.

• Speak slowly and distinctly.

• Apply the story to the students’ lives. Make it meaningful. How can the story be geared towards the student with intellectual disability? Even though a student with intellectual disability may act younger than his chronological age, the emphasis of the story should be age-appropriate. Instead of suggesting that a child in a story obey his parents by picking up his toys, suggest that he obey his parents by taking out the trash, or turning off the TV, or doing whatever else his parents ask.

If the story has a cultural reference or mentions a custom the students would not understand, omit it or change it.

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How can the story be augmented?

• Use puppets. • Use pictures. • Let the students act out the story. • Use the senses to experience aspects of the story.

Jesus, the master teacher, used storytelling as part of His teaching methods. His stories, applied to the lives of students with intellectual disabilities, will serve as excellent lesson materials. Old Testament stories will enhance learning as well. Contemporary stories, properly applied, will delight the class.

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Behavior Management Guidelines Children with intellectual disability will sometimes exhibit inappropriate behavior. Using good teaching practices, you can often limit the occurrence of such behavior. If the child continues to exhibit inappropriate behavior, you will need to develop a plan to address it. The following are ideas that may help to manage inappropriate behavior.

• Visit with the student’s parent or guardian and discuss possible behavioral issues that will have to be handled at church. Have the parents

describe what the behavior looks like (hitting, running away, etc.), when the behavior is most likely to occur (when the student is tired, frustrated, does not want to do something, etc.), and how they handle it. Develop a plan with the parents to be used at church.

• Set a few clear rules. Allow the learners to assist in the formation of class rules. Make the wording of the rules very simple and direct.

• Post the rules in the classroom and go over them frequently when the child with intellectual disability first starts attending the class.

• Reinforce good behavior. Try to catch the child with intellectual disability making a good choice and praise him for it. If he struggles with staying in his seat during story time, give him verbal praise when you see him behaving appropriately.

• Do not expect behavior beyond the student’s maturity or comprehension. • Be a good model of appropriate behavior. • If a learner requires discipline, do so away from the group. • Before reacting, ask yourself, “What kind of misbehavior is this?”

Is it developmental? Is the student misbehaving because you are expecting behavior be-yond his ability or development? Remember:

• Match teaching methods and behavioral expectations to the

development level and learning style of the students. • Instruct carefully for each new rule or activity. Tell the students

exactly what can and cannot be done. • Set reasonable limits.

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Is it “attention getting”? Is the behavior aimed at getting attention from peers, volunteers, or observers? Remember:

• Do not ignore the behavior. It usually will not go away and is likely to

be repeated. • Do not make the student displaying poor behavior a “special helper” to

stop the behavior. This approach only reinforces and rewards inappropriate attention-getting behavior.

Is it out of control? Is the student becoming hysterical, violent, or ready to run away? Remember:

• A learner who is out of control is looking for someone to be in control.

While this fact may not seem true at the moment, it is usually the case. • Avoid restraining the learner unless he is harming himself or someone

else. • Approach the learner with a quiet, reassuring voice, with good eye

contact, slowly, with hands and arms open. Do not lecture. Try to distract the learner.

• Provide a place for the child to get away and calm down. Sometimes getting him away from other children will help to diffuse the situation.

• Try to redirect the student before he gets to the point where his behavior

is out of control. Is it defiant and deliberate? Is the learner defying authority deliberately? Remember:

• Do not lose your cool. • Do not use ridicule or sarcasm to correct behavior. • Be firm but never demeaning.

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Discipline:

• Students should never be struck, shaken, or spanked while they are in your Sunday school class

• Remove the student from the group to discuss the behavior. • Restate what is acceptable behavior. • Provide alternative choices.

Suggested Consequences:

1. Verbal warning.

2. Sit with volunteer or teacher (The student may consider this a treat, not a punishment. You will have to decide.)

3. Time out. 4. Parent or guardian will be called.

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Suggestions for Overcoming Negative Learning Characteristics

This chart, adapted from Christian Education for Retarded Persons by LaDonna Bogardus, is an excellent summary of how to overcome negative traits.

Characteristics that affect learning:

Has poor motor control

Is easily distracted

Has a limited attention span

Has poor reasoning skills

Has difficulty with generalities

Abstractions have little meaning

Learns slowly

Depends on familiarity

Lacks sophisticated communication skills

Has limited powers of retention

Has poor self-esteem

To overcome these characteristics: Use large muscle activity. Provide activities that develop coordination. Avoid overly stimulating activities. Limit the number of distracting ob- jects and noises in the room. Change tasks frequently; avoid long periods of inactivity. Do not depend on reason. Be explicit with rules and directions. Avoid generalizations; be specific with ideas and vocabulary. Avoid using symbolism.

Use repetition.

Establish and follow a routine, intro- duce changes gradually, and strive for consistency in staffing. Do not hurry communication. Help students learn new words. Validate the use of gestures in communication by using them yourself. Do not use sarcasm or talk down to anyone. Reiterate ideas and experiences until learning takes place. Offer praise, encouragement and unconditional love.

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Goal Setting for Students with Intellectual Disability

Including a student with intellectual disability into a Sunday school class will require some preparation in order to make it a successful experience. Spend some time with the parents of the child with intellectual disability finding out valuable information about their child, such as academic levels, behavior issues, food preferences and/or restrictions, ability to care for personal needs (bathroom skills, feeding, dressing), communication skills, any adaptive equipment needed (use of wheelchair or crutches for mobility, prosthetic devices, hearing aids, etc.), and the child’s religious background.

The next step is to assemble an Inclusion Team. This team should include the minister, Christian education staff member, parents of the child with intellectual disabilities, parents of a non-disabled child, the Bible school teacher and teaching assistant, and the buddy or peer- helper that is matched with the child. This team should develop a Christian Individualized Education Plan (CIEP). This CIEP should be a written agreement including the following items:

• Information regarding current levels of functioning (academic, self-help

skills, health concerns, communication, and behavior)

• If the child has behavior issues, include the behavior plan used at school and at home.

• Expectations for the inclusion experience

• Type of assistance that will be needed for success in the inclusion

experience (i.e. one-on-one supervision)

• Goals for the child to work on while in the inclusion experience. By writing a CIEP, the team is laying out a plan for how to successfully include the child with intellectual disability. This plan will help make the team members knowledgeable about the child and allow them to plan in advance ways to meet his needs.

The goals that you write will need to address specific skills that the education team at church will be working on with the child. Each goal will have a long-term goal along with several short-term goals. The short-term goals help to accomplish the long-term goal. The goals can address spiritual/Biblical knowledge, behavior skills, communication skills, etc. As a team, decide on the skills that are most important. What do you want the child to achieve while in Sunday school? The following are examples of goals that could be written for a child with intellectual disability:

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Goals

Long-term goal #1: “Brian will learn who God is.”

• Short-term goal 1a: “He will learn that God created the world.”

• Short-term goal 1b: “He will learn that God cares about him.”

• Short-term goal 1c: “He will learn that we talk to God by praying.” Long-term goal #2: “Brian will learn who Jesus is.”

• Short-term goal 2a: “He will learn that Jesus is God’s Son.”

• Short-term goal 2b: “He will learn that Jesus came to earth as a baby and

lived among men.”

• Short-term goal 2c: “He will learn that Jesus died on the cross for our sins.” Long-term goal #3: “Brian will learn what the Bible is.””

• Short-term goal 3a: “He will learn that the Bible is God’s Word.”

• Short-term goal 3b: “He will learn that the Bible is divided into the Old and

New Testament.”

• Short-term goal 3c: “He will learn that the stories in the Bible help us to live lives that please God.”

Long-term goal #4: “Brian will attend story time for 10 minutes.”

• Short-term goal 4a: “Brian will stay in his chair during story time.”

• Short-term goal 4b: “Brian will participate in story time activities with

prompting from an assistant as needed.”

• Short-term goal 4c: “Brian will refrain from touching other children during story time.”

Long-term goal #5: “Brian will socially interact with the adults and peers in his Sunday school class.”

• Short-term goal 5a: “Brian will greet teachers by name in his

Sunday school class”

• Short-term goal 5b: “Brian will greet three (3) peers by name in his Sunday school class.”

• Short-term goal 5c: “Brian will engage in a playtime activity with a peer for

three (3) minutes.

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Self-Contained Classes for Children with Intellectual Disability We are assuming that most children with intellectual disability will be able to be included into a Sunday school class with non-disabled peers. However, in some instances, a self-contained class for children with intellectual disability may be more appropriate. If you have several children with intellectual disability attending your church, a self-contained class might be an option to consider. The benefit of this class would be that you can modify teaching methods and curriculum to specifically meet their needs. The drawback would be not having social interaction with non-disabled peers. Talk to the parents of the children with intellectual disability and see what their preference is. Setting up a class for students with intellectual disability will take some planning. Along with a teacher, you will also need extra people to assist in the class. How many assistants you have will depend on the number of children with intellectual disability you have and their ability levels. Consider having one adult/helper for every two to three students in your class. Extra help will be vital for dealing with behavior issues, helping with toileting needs, and assisting students in completing tasks in the classroom. Along with using adults, you may be able to use high school or college students as assistants in the class. Have a training session for your helpers. Give them information regarding the different children that will be in the class. Tell them about each child’s diagnosis, ability levels, possible behavior issues, etc. Discuss specific approaches that need to be used with each child. Develop a schedule for your class and follow it every week. Children with intellectual disability like routines, and they function best in a structured environment. Include in your schedule time for music, story time/lesson time, activities that encourage social interaction, an art activity or other lesson follow-up activity, opportunities to role play or practice concepts taught in the lesson that day, etc. Be creative to come up with activities that will make the Biblical principles meaningful to your class members. The curriculum used in a self-contained class can come from a variety of sources. The Sunday school curriculum used at your church can be modified to meet the needs of your class members. Pick out the major points of the lesson and teach those. Teach the lesson in ways that encourage active involvement with class members. Rather than worksheets, come up with activities that reinforce the main point of the lesson. You can also develop your own lessons. Possible topics could be the parables of Jesus, Old Testament characters, etc. Apply the principles taught in these stories to your class member’s specific needs.

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A Word about Adults with Intellectual Disability Residential care for adults with intellectual disability has come a long way in the last twenty years. Rather than living in large institutions, adults more typically live in community or group homes. Many live at home with their families. Some live in sheltered apartments or with caregivers. Their residential, vocational, educational, and recreational needs are met through a variety of agencies and programs. The church should meet their spiritual needs.

Inclusion in Worship Prepare the congregation for the inclusion of persons with intellectual disability (or any other disability) by discussing Jesus’ attitude toward persons with disabilities. Show films or have special speakers to develop disability awareness. Familiarize the church body with the specific disability and resulting issues faced by the person to be included.

Prepare the person to be included by describing the components of the worship service and arranging for someone to sit with him until he has made friends.

Inclusion in the Teaching and Learning of God’s Word If there are only one or two adults with intellectual disability in the church, include them in a typical adult Bible school class. Encourage class members to take turns sitting with them, assisting them in finding Scripture references, and making interaction with other class members easier.

Create an environment where each class member feels that he is a valued and worthwhile member of the class. Create intentional opportunities for brothers and sisters with intellectual disabilities to lead devotions or share in some other meaningful way.

A typical adult Bible school class could sponsor a new class for residents of a nearby group home or other adults with intellectual disabilities. On Sunday mornings, the fellowship and prayer time could be enjoyed together before separating for the lesson time.

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Self-Contained Adult Bible School Class The ideal situation is to include adults with intellectual disability in a typical adult Bible school class. If you have several adults with intellectual disability attending your church, however, you may want to consider having a self-contained Bible school class that specifically addresses their needs. The term “self-contained” is an educational concept that refers to having a class that is made up of people with disabilities. The purpose of having a self-contained class is not to segregate people from the rest of the church, but to provide a class that is centered on meeting the spiritual needs of adults with intellectual disability. A self-contained Bible school class can be beneficial for adults with intellectual disability for several reasons. For the most part, adults with intellectual disability are not dealing with the same social issues as typical adults. Bible school classes for adults often deal with the issues of marriage and raising children which usually do not apply to adults with intellectual disability. There is also a difference between work experiences and work related issues among these two groups. Adults with intellectual disability are functioning at a lower mental age than their same aged peers. Biblical principles will need to be presented in a simple, concise way that can be applied to their everyday life. A self-contained class allows for more flexibility in the lesson content and teaching strategies used. By having a class made up of adults with intellectual disability, you can plan lessons that focus on the specific needs of your class members both spiritually and socially. Structure an adult Bible school class similar to the way other adult classes are structured. Have the class listed in the church bulletin or newsletter with the other Bible school classes. Provide for a time of fellowship at the beginning of each class. Over coffee and doughnuts, allow class members to share what has happened in their lives during the past week. Have a prayer time where they pray for each other, the church and other concerns that are shared. Share a lesson with class members that is focused on topics that are relevant to their lives. The beauty of having a self-contained adult class is that you can design lessons that meet the specific spiritual needs of the members of your class. It can be difficult to find a Bible school curriculum appropriate for adults with intellectual disability. At the end of this booklet are some curricula that are available. However, creating your own materials is the best way to meet the needs of your class members. Prepare a series of lessons on Old Testament characters. In designing your lesson, pull out both good and bad characteristics of the character you are studying and help class members to apply what they have learned to their lives. The parables also make good lessons. Take the principle taught by Jesus in the parable and make it applicable to the class

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members. Teach the Christmas story as a series of lessons. Focus on a different person or group of people each lesson. The ideas are endless. Select messages that will meet the spiritual needs of your class members. Helping adults with intellectual disability to come to a saving relationship with the Lord is the main focus of any disability ministry. The issue of salvation, however, brings up many questions. Does the adult who is being baptized understand what he is doing? Wouldn’t God understand if he were never baptized? How was he taught about faith? In Dr. Jim Pierson’s book, No Disabled Souls, he addresses this issue.

The question of how much comprehension takes place is easy to answer. The people who will have the most trouble understanding faith are those with mental retardation, but of this group 85 percent can be taught the facts about faith. You do not need to worry about how much they understand. Your role is to get your friend into a Christian education program where the learning can take place. Will God understand if a person is never baptized? In cases where the person’s level of function is so low that he simply cannot comprehend basic facts, the answer is “yes.” In those situations where the mental age is sufficient to learn, the person should be taught.

(No Disabled Souls, pp. 143-144)

As to how to teach about salvation, Dr. Pierson goes on to say:

The teaching has to be done with more simplicity and more repetition. The teaching must be consistent and be practically applied to the person’s daily experience. Then the newborn faith has to be maintained and developed in a caring environment of a loving congregation. Teaching God’s truth should be a part of the rehabilitation plan of every person with a disability.

(No Disabled Souls, p. 144) Also in his book, No Disabled Souls, Dr. Pierson tells about the baptism of his friend, Helen Cinnamon.

Because of her severe cerebral palsy, Helen could not walk, her speech was difficult to understand, and her hand usage was poor....

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In the early 1970s, Johnson Bible College started offering the course, “Teaching the Exceptional Person in the Church.” To provide hands-on experience for the students, we developed a Sunday school/ church program on the campus. Several people with disabilities were transported to the campus each Sunday during the school year for Bible lessons and worship. Helen was a participant. Sally, the teacher assigned to Helen, was a wonder. Knowing that Helen couldn’t read, Sally drew pictures to illustrate the major parts of our Lord’s life and ministry. The gospel lessons found a place in Helen’s heart, which had not been affected by the cerebral palsy. After a few lessons, Helen told her teacher she wanted to become a Christian. Wanting to be sure Helen understood the concept, Sally requested that I talk with her. I asked her why she wanted to be baptized. In labored speech, Helen responded, “Be like Jesus.”

After her baptism, Helen developed her spiritual being in a local congregation. “Helen was an inspirational Christian….Her life was evidence that her soul had been rehabilitated by the salvation made possible by Jesus, God’s Son. (No Disabled Souls, pp. 67 – 69) When one of your class members expresses an interest in being baptized, ask them “why.” Listen for answers like wanting to do what Jesus wants, doing it out of love for Jesus or out of obedience. Rest assured the Holy Spirit is helping your class member in the process of learning and understanding. Once he embraces faith, be sure he is included in the life of the church and is given opportunities to grow in his faith like everyone else. Inclusion in Witnessing Do not underestimate the power of the testimonies of adults with intellectual disability. Equip all members of your class to witness. Provide opportunities to witness. Inclusion in Service Provide every class member with opportunities for appropriate service. Students with intellectual disability can be greeters, hand out bulletins, pray, serve Communion and collect the offering. Provide the necessary training and support to make service successful, just as you would with anyone.

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Treat adults with intellectual disability who are serving the same as other servers—invite them to teachers’ meetings, include them in appreciation banquets, etc. Inclusion in Fellowship Your church members with intellectual disability may need help getting to and from services, Bible studies, extra meetings, or activities. Provide transportation as needed. Consider the accessibility of fellowship activities and overcome any barriers. A person with intellectual disability may just need a buddy to sit beside him to help him respond appropriately to talent shows or church movie night. Be that buddy. Anticipate problems and plan for solutions. If a member with intellectual disability likes to dance when he worships, is that going to present a problem for anyone? If so, how will you handle it? If a person occasionally shouts out a response during a sermon, will the minister (and congregation) be prepared to handle it graciously? Including members with intellectual disability in the fellowship activities of your church may take a little extra planning, but the blessings that come from it will be well worth it.

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Curriculum for Adults with Intellectual Disability 52 Lessons for Learners with Cognitive Disabilities Christian Churches Disability Ministry Please visit our website at www.ccdmonline.org

A year’s worth of lessons about God, Jesus, people of faith (Old Testament characters) and the church. The material can be used with children or adults and comes in a loose leaf binder for easy copying.

Communicating with Students Who Use Signing, an innovative DVD, is also available through our website. Friendship Series CRC Publications 2850 Kalamazoo Avenue SE Grand Rapids, MI 49560 616-246-0842 www.friendship.org

This Bible study is for people with intellectual disability who have reached the mental age of 10 and up. The kits include posters, flip books, slides, youth or adult teachers’ and group leaders’ guides with complete lesson plans and activity ideas. Student packets are available separately. Sample materials are available at no cost. “Access Learner” Lifeway Church Resources (Southern Baptist Convention) 127 Ninth Avenue, North Nashville, TN 37234 800-458-2772 http://www.lifeway.com/Keyword/access+learner+guide

Through photographs, activities, music, and more, the material illustrates God’s love and introduces important biblical concepts in such a way that persons with intellectual disability can understand. Also available: a quarterly publication called Special Education Today containing ideas and articles to minister to people with special education needs and to their families, ministry leaders, the church, and other caregivers. It offers a variety of helps and encouragement.

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“Abiding in Faith” Christian Board of Publication 1316 Convention Plaza Box 179 St. Louis, MO 63166 800-366-3383 http://www.chalicepress.com/search.aspx?k=Abiding%20in%20Faith People with moderate intellectual disability learn in a particular way that most teaching materials do not address. This book helps teachers understand what to teach and how to teach it. Contains lessons and activity suggestions for use with adults. Beyond Limits—Lessons in Discipleship from the book of Matthew Vision New England Disability Ministries PO Box 873 Boston, MA 02130 617-723-1750 vnedismin@gis.net www.VisionNewEngland.com (click on disability ministries on bottom left)

This 230-page spiral-bound book contains 52 lessons written for youth and adults with developmental disabilities. An accompanying notebook contains visual images to be reproduced for use with each lesson. The material is written for use with The Visual Bible—Matthew, which you will need to purchase through Vision New England Disability Ministries, from your local Christian bookstore, or from the Internet.

Students will engage in a variety of activities each week that will en- courage them to come into a relationship with Jesus Christ, and then to grow as His child through prayer, worship, service to others, and obedience to Him in their daily lives. Visual Bible International 1234 Bay Street, Suite 300 Toronto, ON, Canada M5R 3K4 416-921-9950 http://www.visualbible.com Produces film adaptations on a word-for-word basis from popular versions of the Bible.

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Resources Exceptional Lives: Special Education in Today’s Schools, Ann Turnbull, Rod Turnbull, Michael L Wehmeyer; published by Pearson Merrill/Prentice Hall; copyright 2007. Expressing Faith in Jesus: Church Membership for People with Cognitive Impairments, Ronald C. Vredeveld; published by Faith Alive Christian Resources. No Disabled Souls: How to Welcome People with Disabilities into Your Life and Your Church, Jim Pierson; published by Standard Publishing, copyright 1998. Exceptional Teaching: A Comprehensive Guide for Including Students with Disabilities, Jim Pierson; published by Standard Publishing, copyright 2002.

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