Feature Issue on Faith Communities and Persons with ... - NCRTM

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of this network and its importance can
be seen in the results of a questionnaire
administered to Aaron and David’s parents,
teachers, and teacher aides in order
to gain their impressions of how the
two boys and their classmates have reacted
to inclusion. When asked to describe
Aaron’s and David’s reactions to
being in regular Sunday school classes,
responses from parents and teachers or
teacher aides were as follows:
• “He laughs and gets excited to be
with the kids. He is always happy to
be there” (David’s parent).
• “…he is always enthusiastic to go
into class” (Aaron’s parent).
• “Loves being with the children –
attends to videos, very visual activities;
enjoys music if helped to participate;
laughs when other kids laugh;
laughs, smiles when they play and
clap; often claps his hands when they
do; scoots over or walks over to them
during activities and smiles at them”
(David’s teacher).
Christ Himself demonstrated
the highest possible form
of inclusiveness.
• “He is a very smart child and enjoys
the class. I think this shows in his interactions
with his friends and classmates.
He has never been disruptive
to the class” (Aaron’s teacher).
Asked to reflect on the reactions of
nondisabled classmates to the boys, here
is what parents had to say:
• “They like having him around and
are helpful when needed” (David’s
parent).
• “In general, people seem to enjoy
Aaron, including his peers in Sunday
school. Many will talk to him by
name. He likes to play chase games,
duck duck gray duck, etc. and other
children will join him for that at
times. Because he is difficult to understand,
they are sometimes confused
by him. At this age, some seem
to go out of their way to be compassionate
and pleasant, as if they understand
he is somehow special, but
others seem to be oblivious to any
differences” (Aaron’s parent).
Teachers and teacher aides, when
asked to capture nondisabled classmates’
reactions to David and Aaron,
wrote the following:
• “Acceptance, usually – especially with
the adult in charge helping other children
who are not familiar with David
to understand and help him participate.
Ignoring, especially in more active
activities” (David’s teacher).
• “Eager to help with him. Curious and
interested in him. Show concern for
him” (Aaron’s teacher).
• “Aaron is not identified as any different
than they are. They show concern
and give support when needed. They
enjoy his company and playing with
him” (Aaron’s teacher aide).
While overall a positive experience
with inclusion is reflected in these comments,
inclusion is not challenge-free.
The presence of challenge becomes
clearer when parents, teachers, and
aides were asked specifically to talk
about things they would like to see improved
in the inclusive program and
challenges they discern about inclusion
in general. Here is what they said:
• “The hardest thing is to find people
willing to be with David. He doesn’t
need one-on-one as much anymore,
but I always make sure the teacher or
helper is comfortable with him. I
think church leadership could do
more to help find partners for those
with special needs. I know it is scary
to get to know them, but usually once
you do you will find a side of God’s
love you didn’t even know was
there…” (David’s parent).
• “We think it is very important that
the teachers and department heads
know specific needs and information
about disabled students. Like for
Aaron, his family let us know of his
needs and what helps with his specific
responses” (Aaron’s teacher).
• “There is little I would change, but I
would make sure the right people,
properly trained, were immediately
available to support the teacher when
a disabled child needed help. This additional
help provides proper support
for the teacher and maintains
control of the situation while focusing
proper attention on the needs of
both the disabled child and their
classmates” (Aaron’s teacher aide).
While this questionnaire focused on
the inclusion of David and Aaron, the
responses are guiding a broader effort to
enhance the inclusion of all children
with disabilities at North Heights. Plans
include the following:
• Recruit volunteers who are interested
and willing to be trained in ministering
to and promoting the learning of
students with special needs.
• Train all educational personnel in the
use of instructional strategies in inclusive
classrooms.
• Create a set of policies and procedures
that guide inclusion in religious
education and reflect Jesus’ love
for children.
Christ Himself demonstrated the
highest possible form of inclusiveness
with everyone He encountered, even
those who rejected Him. In this, He set
the standard for Christians to follow,
and it is that standard that North
Heights seeks to embrace.
John Rynders is a Professor Emeritus in
Special Education Programs at the
University of Minnesota, and a member of
North Heights Lutheran Church. Noreen
Rickenbach is Director of Children’s
Ministries at both campuses of North
Heights Lutheran Church, Arden Hills and
Roseville, Minnesota. She may be reached
at 651/631-2299.
Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/143/).