Shannon Family My son Tom started out at the Children’s Center, a specialized placement for children with autism. They used a method called “backward chaining” for many of the skills the children needed to learn. With this method, the child is taught to perform the very last part of a skill first and work his way backward. For example, in learning to make a bed, first the child learns the very last step – perhaps smoothing the bedspread over the pillow – and gradually works his way back to the step before until he has learned the whole “chain” sequence for the skill. We decided to use this method to teach him to sit quietly in church. I began by taking him for just the last five minutes of Mass, with an appropriate quiet book or snack, and elaborate praise for sitting quietly until it was time to leave. We gradually started coming earlier and earlier, until he could sit through a service without disruption. I was a little worried when it came time for First Communion, which takes place in second grade. Tom had some sensory issues with eating unfamiliar foods, and it could have been disastrous if the first time he was presented with a Host was at the First Communion ceremony. But the teacher was very accommodating and allowed me to have as many unconsecrated hosts as I wanted, so Tom could take his time and become comfortable with it before the ceremony. I was also present at all practices to help redirect him when necessary if things got too confusing. He managed the ceremony beautifully (although we had to remove him quickly at the end when the picture-taking session went on a little too long for his comfort). Then in third grade, he heard the announcement for training for altar servers and wanted to join. Once again I wrote to the pastor and the woman who trained the servers, asking for them to just give him a chance, and promising that I would be there to help. I also had to once again ask for unconsecrated hosts for practice, because previously he had learned to take the Host in his hand and put it in his mouth. But in our church, altar servers are expected to have the patens in their hands already when served Communion, and must take the Host on their tongues. The trainer was very accommodating and he learned that continues on next page
One Task, Many Roles The one task is 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 religious educator. As for any role involved in religious education, training is required to support the level of interaction of the task. 1. Religious Educator – Religious educator with skills as an educator, particularly special education, although does not necessarily need to be professionally trained. Sense of humor and flexibility are huge assets. 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 huge assets. 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 huge assets. 4. Buddies – Someone who will support one child in particular in a larger group, in a non-invasive way. Buddies will also be very helpful for modeling/teaching particular behaviors for worship. Sense of humor and flexibility are huge assets. 5. Inclusion Consultants – People with special education background who can serve as consultant/support for religious educators. 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 A. 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.
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Autism and Faith
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