Parish catechetical programs should meet the needs of learners with disabilities and diverse learners. Best teaching practices include flexible grouping, adaptive materials, and natural supports. Classroom formats include: 
  • Typical Classroom: student participates in a typical classroom with peers without extra help or adaptations.
  • Classroom with Supports: student participates in a typical classroom with adapted material and/or a catechist aide.
  • Learning Support Classroom: student participates in small group learning with adapted curriculum.
  • Individualized instruction: a student is catechized independently and joins peers for prayer, liturgies, and special activities. 
The Archdiocese of Philadelphia created this visual representation of the formats described above.
 
It is important to note that the U.S. Bishops recommend that persons with disabilities should participate in a typical classroom with their peers as much as possible.  
Parish catechetical and sacramental preparation programs may need to be adapted for some parishioners with disabilities, though, as much as possible, persons with disabilities should be integrated into the ordinary programs. They should not be segregated for specialized catechesis unless their disabilities make it impossible for them to participate in the basic catechetical program. Even in those cases, participation in parish life is encouraged in all ways possible. 
- Guidelines for the Celebration of the Sacraments with Persons with Disabilities, Revised Edition, USCCB, 2017, par.5.

Inclusive Participation Assessment Tool

Use the LAMB Inclusive Participation Assessment Tool to get a quick measure of how inclusive current parish practices are.
 

Supervising Catechists

We want learners with disabilities to have good experiences in faith formation. Parish catechetical leaders can’t put them in a classroom, walk away, and pray for the best. They have to check in, provide feedback, and connect catechists with supports like those on the NCPD Catechesis website.
Consider observing a class and recording what you observe on this classroom observation form. Then, use the classroom team interview form to record discussion post-observation. Be positive and supportive. When making corrections, provide solutions and examples.
 

Sample Forms

Linked below are several example forms for faith formation. They each serve a different purpose and are very different from one another. As you create forms, especially registration forms, we encourage you to consider:
  • Length. Parents are less likely to provide quality information if the form is lengthy.
  • Information use. Do not ask questions unless you know how you will use the information.
  • Descriptions are better than labels. The individual differences between two persons with the same disability are so great that knowing the disability name is not very helpful. Ask questions that prompt parents to describe strengths and needs.
  • Quality. Parents cannot always give accurate answers to questions like “how does your child learn best.” Consider, instead, questions like “What activities does your child enjoy/avoid?”
  • Invitation to further conversation. Demonstrate that you care about providing appropriate catechesis for their child and parents will tell you what you need to know.

Inclusive Registration Forms - Cincinnati

Inclusive Registration Forms - Orange

Individualized Religious Education Plan

Parent and Parish Planning Meeting