Reading Assignment: Accessible Gospel, Inclusive Worship pp77-82
VERTICAL HABITS IN A HORIZONTAL COMMUNITY
ANY GOOD PLAN HAS TWO PARTS
So often in planning for an inclusive setting, the focus is on creating a plan for the individual with the disability. This is very important, and hopefully your toolbox is bursting with the practical ideas contained in this book. It’s important to remember, however, that your plan is only half done. All good plans have two parts – one for the individual and one for the “others.”
There are many church stories where planners and organizers have extensive plans for the individuals that equal the planning done within a public school. These plans, however, can often amount to very little when they have not considered how the plan interweaves with others in the environment.
My favorite story happened during a worship service. There was a new family starting to attend a church. One of their family members was quite outgoing and would shake hands and introduce herself to others. She enjoyed music and also being at the new church. She also lives with autism spectrum disorder. One Sunday, the pastor was in the middle of his sermon. In a loud voice, his words and the attention of the entire congregation were interrupted with “STOP! NO! DON’T!” Everyone was startled and looked around for the source of the emergency. Without missing a beat and a smile on his face, the pastor said, “I was looking forward to a chance to introduce you to my new friend Claire. Her parents gave me permission to tell you (this is important – you can’t give out information without permission) that Claire enjoys coming to church here. Many of you have already shaken her hand. She does have sensitive ears, however. She happens to have autism spectrum disorder and probably she heard a sound that bothered her ears. No worries. Today I will count her as my cheering section.” And he went on with his message.
About five minutes later, Claire called out the exact same words in the exact same volume. How many people do you suspect turned around that time? Zero. They had the information they needed to include Claire on that day. The pastor not only made sure there was a place for Claire, he also focused on the second part of the plan – he provided information to the congregation so they could best receive Claire and the gifts she brings to their community.
Whether it’s information, training, specific teaching, a sermon series, a newsletter article, or a short video,1 what will others need in order to best receive the gifts that individual brings to your community? I have written
several books and prepared recorded trainings. Of these tools, about half are to support the individual, and the other half supports information for peers, leaders, and volunteers in the environment. Working in an inclusive Christian school setting since 1989, I have learned the value of making sure there is a plan for everyone involved.
PLAN FOR THE PEERS
Whether children, youth, or adults, consider how you will resource your congregation, school, or small group. In many respects, there are two levels of preparation. On one hand, you may want to begin a general preparation without bringing in the gifts and needs of a specific individual. Consider the following:
1. Have the governing board of your church or organization study the biblical reasons for including persons with disabilities. A great place to begin is Appendix A in the G.L.U.E. Training Manual.2 It’s intended to be shared and studied for this purpose.
2. Look into your church denominational materials. Many have statements and even extensive resources that support the topic of including persons with disabilities. Some denominations even have support personnel who can give ideas to your community.
3. Consider highlighting this topic as part of a sermon series. If you need ideas, there is great support at www.crcna.org/disability.
4. As a church community or small group, consider a book study on a topic related to including persons with disabilities. Body Building: Devotions to Celebrate Inclusive Community3 is one example of a resource that could be used with multiple ages.
5. Show a video that highlights this topic. While there are many available, finding one from a Christian perspective is helpful. It will anchor people in the reasons why we include from a biblical perspective. Check out www.clcnetwork.org for some possibilities.
6. Invite a local speaker, parent, or individual with a disability to come to your community and give a presentation.
7. Make a puzzle piece display that highlights the gifts and needs of each member of your group. Instructions are available in the Inclusion Awareness Kit4 available from www.allbelong.org.
8. Stock your library or resource center with books and materials dedicated to this topic.
9. An additional resource you can use with children is Your Feet, My Shoes5
by Sarah Bolt.
While general information and information from a Scriptural perspective are important, it’s also important at times to equip peers to receive a specific individual. In order to illustrate this, let me tell you about day 1 of every school year at Zeeland Christian School. It’s my busiest day. Flying from room to room, with permission from parents, I do a very specific talk in each classroom that includes a child with a disability. I tell them about the child’s “puzzle piece” – the greens and pinks of that person. We celebrate what that person can do well. Sometimes the child will demonstrate areas of gifting for the group. I also give information at their level of understanding about the child’s story. We talk about Down syndrome as I build a tower with colorful blocks and reference the number of chromosomes. We talk about how that makes some things easier and some things more difficult. As a group, we brainstorm ways to come around this individual and get commitments from friends to be part of a network of support. Then I send a letter home with the students so that the parents of peers will also better understand the stories their child will tell at the dinner table throughout the year. It also opens doors for playovers and birthday party invitations.
Why is day 1 so important at both school and church? I want to be the first one in line to hand out eyeglasses. I want the peers to be able to interpret the actions and words of this classmate from an accurate and positive perspective. Peers WILL form an opinion and perspective, but it’s almost always better if they can use my eyeglasses to view this peer.
I had a conversation with a parent the other day. She was hesitant for me to talk to the peers. It was day 35 of school and I was waiting for the parent’s blessing. Mom said to me, “But I don’t want my child to be singled out and have some label attached to my child.” While I totally understand this and can do a talk without using words like autism spectrum disorder or AD/HD, I mentioned to this mom that the children had already attached a label to her child. It was the label called “bad kid” or “weird.” If we do nothing, that label will stick; if I can distribute a new way of looking at her son – one that highlights his God-given gifts and needs, one that impresses upon the peers that EVERYONE has areas of gifts and needs, then her child may be free to better enter into peer relationships.
This process has become so important in inclusive settings that it was the topic of the first book I wrote. If you don’t have it on your shelf, I suggest you get a copy of the second edition of Helping Kids Include Kids with Disabilities.6 This will give you the vision-casting lesson plans you can use with children and youth. For adults, I suggest using the resources found in the
G.L.U.E. Training Manual. If you are a representative of a school, I recommend the books Nuts and Bolts of Inclusive Education7 and Circle of Friends Training Manual.8 Many resources can be found at www.clcnetwork.org to help support you in this effort.
PLAN FOR THE LEADERS AND VOLUNTEERS
While it’s important to resource the peers, don’t forget your leaders and volunteers. Here are some possible ways you can resource them:
1. A helpful process and tool is explained in the G.L.U.E. Training Manual. It’s called a Welcome Page and it takes information collected from parents and individuals and turns it into a one-page description of a specific indi- vidual. Your leaders will need this information.
2. Sponsor one training a year on this topic. We recorded four 60-minute training DVDs on different topics. Try those or you could invite a local speaker to your community. If you have a high number of individuals with autism spectrum disorder, then train your leaders and volunteers in this topic. If you have struggling readers and writers, consider a training in this area. Are you struggling with behavior management issues? Equip your leaders.
3. Give brainstorming opportunities. Gather together all the volunteers who surround John. Talk about what is working well and what areas are still hotspots. Brainstorm together some possible solutions.
4. Gather up resources. Whether written or recorded, develop a shelf of helpful materials.
Let us help you. CLC Network is committed to resourcing your community. Perhaps you would like to sponsor an event in your area. Combine with other local churches and invite us to equip your leaders. Some denominations even will give grants to help make this happen. Do you have questions about one specific individual? Through an actual visit or review of video footage, we will consult with your church community and give ideas for you to try. We have materials and expertise. Don’t recreate the wheel.
FINAL PRAYER
FOR THE READERS
Romans 15:13
May the God of hope fill you with all joy and peace…
What a beautiful picture. God doesn’t do things in small measures. He doesn’t want to give you a drip or two of joy and peace; He wants to FILL you with these things.
May the God of hope fill you with all joy and peace as you trust in Him…
How important that as we get to know individuals, set up environments where we can intro- duce a family member or friend to Jesus Christ, or seek to build inclusive worship settings we place our trust in God. He is the one who knit together that individual. He is the one who gives the gift of salvation. He is the one with the command to function together as one body. So, please don’t trust in Barbara J. Newman or Betty Grit. We hope and pray we’ve been used by God to be helpful to you, but look to God for His wisdom, direction, and strength.
May the God of hope fill you with all joy and peace as you trust in Him, so that you may overflow with hope…
What a job we get to do! We get to pour God’s hope over the people He places in our lives. One of the reasons He fills us is so that we overflow His hope on others. There may be some very hope-starved people in your life. People who don’t see the God-given gifts in themselves or others. People who thought they would never have a church home. People who heard the voice of the church say “We don’t have anything for you here” and they mistook that for the voice of God. May God use your words and actions to pour out something different. May they experience godly words and actions that bring hope and healing into their lives. Go ahead – pour it out.
May the God of hope fill you with all joy and peace as you trust in Him, so that you may overflow with hope by the power of the Holy Spirit.
Isn’t it excellent that we don’t have to wake up each morning and try to do these things on our own strength? The perspective and power comes from the Holy Spirit. May He invade your life and your imagination. May He give you pictures and glimpses of what He sees and pass that on to you. May your own life be one of movement in Christian Formation. May you be in constant conversation – not just on the Sabbath – but speaking those words in conversation with God throughout all of your day. “I Love You.” “Thank You.” May the habits of these words become so natural, your conversation with God becomes like breathing. And as you use the materials in this book, may God bless each conversation with His presence and guidance.
Be filled with His joy and peace. Trust Him.
Pour His hope on others. Be filled with the Holy Spirit.
May the God of hope fill you with all joy and peace as you trust in Him, so that you may overflow with hope by the power of the Holy Spirit.
Amen.
Footnotes for Vertical Habits in Horizontal Community
1. Videos, reports, and free resources compiled by Betty Grit can be found at: http://worship.calvin.edu/resources/resource-library/showcase-vertical-habits- worship-and-our-faith-vocabulary.
2. G.L.U.E. Training Manual (see above)
3. Body Building (see page 84)
4. Inclusion Awareness Kit (see page 83)
5. Your Feet, My Shoes (see page 84)
6. Helping Kids Include Kids with Disabilities (see page 84)
7. A history of Inclusive Education as well as a guidebook with printable forms to execute an inclusive education program in a Christian school setting, Barbara J. Newman wrote Nuts and Bolts of Inclusive Education (CLC Network, 2013).
8. Barbara J. Newman, Circle of Friends Manual, CLC Network, 2009.
ANY GOOD PLAN HAS TWO PARTS
So often in planning for an inclusive setting, the focus is on creating a plan for the individual with the disability. This is very important, and hopefully your toolbox is bursting with the practical ideas contained in this book. It’s important to remember, however, that your plan is only half done. All good plans have two parts – one for the individual and one for the “others.”
There are many church stories where planners and organizers have extensive plans for the individuals that equal the planning done within a public school. These plans, however, can often amount to very little when they have not considered how the plan interweaves with others in the environment.
My favorite story happened during a worship service. There was a new family starting to attend a church. One of their family members was quite outgoing and would shake hands and introduce herself to others. She enjoyed music and also being at the new church. She also lives with autism spectrum disorder. One Sunday, the pastor was in the middle of his sermon. In a loud voice, his words and the attention of the entire congregation were interrupted with “STOP! NO! DON’T!” Everyone was startled and looked around for the source of the emergency. Without missing a beat and a smile on his face, the pastor said, “I was looking forward to a chance to introduce you to my new friend Claire. Her parents gave me permission to tell you (this is important – you can’t give out information without permission) that Claire enjoys coming to church here. Many of you have already shaken her hand. She does have sensitive ears, however. She happens to have autism spectrum disorder and probably she heard a sound that bothered her ears. No worries. Today I will count her as my cheering section.” And he went on with his message.
About five minutes later, Claire called out the exact same words in the exact same volume. How many people do you suspect turned around that time? Zero. They had the information they needed to include Claire on that day. The pastor not only made sure there was a place for Claire, he also focused on the second part of the plan – he provided information to the congregation so they could best receive Claire and the gifts she brings to their community.
Whether it’s information, training, specific teaching, a sermon series, a newsletter article, or a short video,1 what will others need in order to best receive the gifts that individual brings to your community? I have written
several books and prepared recorded trainings. Of these tools, about half are to support the individual, and the other half supports information for peers, leaders, and volunteers in the environment. Working in an inclusive Christian school setting since 1989, I have learned the value of making sure there is a plan for everyone involved.
PLAN FOR THE PEERS
Whether children, youth, or adults, consider how you will resource your congregation, school, or small group. In many respects, there are two levels of preparation. On one hand, you may want to begin a general preparation without bringing in the gifts and needs of a specific individual. Consider the following:
1. Have the governing board of your church or organization study the biblical reasons for including persons with disabilities. A great place to begin is Appendix A in the G.L.U.E. Training Manual.2 It’s intended to be shared and studied for this purpose.
2. Look into your church denominational materials. Many have statements and even extensive resources that support the topic of including persons with disabilities. Some denominations even have support personnel who can give ideas to your community.
3. Consider highlighting this topic as part of a sermon series. If you need ideas, there is great support at www.crcna.org/disability.
4. As a church community or small group, consider a book study on a topic related to including persons with disabilities. Body Building: Devotions to Celebrate Inclusive Community3 is one example of a resource that could be used with multiple ages.
5. Show a video that highlights this topic. While there are many available, finding one from a Christian perspective is helpful. It will anchor people in the reasons why we include from a biblical perspective. Check out www.clcnetwork.org for some possibilities.
6. Invite a local speaker, parent, or individual with a disability to come to your community and give a presentation.
7. Make a puzzle piece display that highlights the gifts and needs of each member of your group. Instructions are available in the Inclusion Awareness Kit4 available from www.allbelong.org.
8. Stock your library or resource center with books and materials dedicated to this topic.
9. An additional resource you can use with children is Your Feet, My Shoes5
by Sarah Bolt.
While general information and information from a Scriptural perspective are important, it’s also important at times to equip peers to receive a specific individual. In order to illustrate this, let me tell you about day 1 of every school year at Zeeland Christian School. It’s my busiest day. Flying from room to room, with permission from parents, I do a very specific talk in each classroom that includes a child with a disability. I tell them about the child’s “puzzle piece” – the greens and pinks of that person. We celebrate what that person can do well. Sometimes the child will demonstrate areas of gifting for the group. I also give information at their level of understanding about the child’s story. We talk about Down syndrome as I build a tower with colorful blocks and reference the number of chromosomes. We talk about how that makes some things easier and some things more difficult. As a group, we brainstorm ways to come around this individual and get commitments from friends to be part of a network of support. Then I send a letter home with the students so that the parents of peers will also better understand the stories their child will tell at the dinner table throughout the year. It also opens doors for playovers and birthday party invitations.
Why is day 1 so important at both school and church? I want to be the first one in line to hand out eyeglasses. I want the peers to be able to interpret the actions and words of this classmate from an accurate and positive perspective. Peers WILL form an opinion and perspective, but it’s almost always better if they can use my eyeglasses to view this peer.
I had a conversation with a parent the other day. She was hesitant for me to talk to the peers. It was day 35 of school and I was waiting for the parent’s blessing. Mom said to me, “But I don’t want my child to be singled out and have some label attached to my child.” While I totally understand this and can do a talk without using words like autism spectrum disorder or AD/HD, I mentioned to this mom that the children had already attached a label to her child. It was the label called “bad kid” or “weird.” If we do nothing, that label will stick; if I can distribute a new way of looking at her son – one that highlights his God-given gifts and needs, one that impresses upon the peers that EVERYONE has areas of gifts and needs, then her child may be free to better enter into peer relationships.
This process has become so important in inclusive settings that it was the topic of the first book I wrote. If you don’t have it on your shelf, I suggest you get a copy of the second edition of Helping Kids Include Kids with Disabilities.6 This will give you the vision-casting lesson plans you can use with children and youth. For adults, I suggest using the resources found in the
G.L.U.E. Training Manual. If you are a representative of a school, I recommend the books Nuts and Bolts of Inclusive Education7 and Circle of Friends Training Manual.8 Many resources can be found at www.clcnetwork.org to help support you in this effort.
PLAN FOR THE LEADERS AND VOLUNTEERS
While it’s important to resource the peers, don’t forget your leaders and volunteers. Here are some possible ways you can resource them:
1. A helpful process and tool is explained in the G.L.U.E. Training Manual. It’s called a Welcome Page and it takes information collected from parents and individuals and turns it into a one-page description of a specific indi- vidual. Your leaders will need this information.
2. Sponsor one training a year on this topic. We recorded four 60-minute training DVDs on different topics. Try those or you could invite a local speaker to your community. If you have a high number of individuals with autism spectrum disorder, then train your leaders and volunteers in this topic. If you have struggling readers and writers, consider a training in this area. Are you struggling with behavior management issues? Equip your leaders.
3. Give brainstorming opportunities. Gather together all the volunteers who surround John. Talk about what is working well and what areas are still hotspots. Brainstorm together some possible solutions.
4. Gather up resources. Whether written or recorded, develop a shelf of helpful materials.
Let us help you. CLC Network is committed to resourcing your community. Perhaps you would like to sponsor an event in your area. Combine with other local churches and invite us to equip your leaders. Some denominations even will give grants to help make this happen. Do you have questions about one specific individual? Through an actual visit or review of video footage, we will consult with your church community and give ideas for you to try. We have materials and expertise. Don’t recreate the wheel.
FINAL PRAYER
FOR THE READERS
Romans 15:13
May the God of hope fill you with all joy and peace…
What a beautiful picture. God doesn’t do things in small measures. He doesn’t want to give you a drip or two of joy and peace; He wants to FILL you with these things.
May the God of hope fill you with all joy and peace as you trust in Him…
How important that as we get to know individuals, set up environments where we can intro- duce a family member or friend to Jesus Christ, or seek to build inclusive worship settings we place our trust in God. He is the one who knit together that individual. He is the one who gives the gift of salvation. He is the one with the command to function together as one body. So, please don’t trust in Barbara J. Newman or Betty Grit. We hope and pray we’ve been used by God to be helpful to you, but look to God for His wisdom, direction, and strength.
May the God of hope fill you with all joy and peace as you trust in Him, so that you may overflow with hope…
What a job we get to do! We get to pour God’s hope over the people He places in our lives. One of the reasons He fills us is so that we overflow His hope on others. There may be some very hope-starved people in your life. People who don’t see the God-given gifts in themselves or others. People who thought they would never have a church home. People who heard the voice of the church say “We don’t have anything for you here” and they mistook that for the voice of God. May God use your words and actions to pour out something different. May they experience godly words and actions that bring hope and healing into their lives. Go ahead – pour it out.
May the God of hope fill you with all joy and peace as you trust in Him, so that you may overflow with hope by the power of the Holy Spirit.
Isn’t it excellent that we don’t have to wake up each morning and try to do these things on our own strength? The perspective and power comes from the Holy Spirit. May He invade your life and your imagination. May He give you pictures and glimpses of what He sees and pass that on to you. May your own life be one of movement in Christian Formation. May you be in constant conversation – not just on the Sabbath – but speaking those words in conversation with God throughout all of your day. “I Love You.” “Thank You.” May the habits of these words become so natural, your conversation with God becomes like breathing. And as you use the materials in this book, may God bless each conversation with His presence and guidance.
Be filled with His joy and peace. Trust Him.
Pour His hope on others. Be filled with the Holy Spirit.
May the God of hope fill you with all joy and peace as you trust in Him, so that you may overflow with hope by the power of the Holy Spirit.
Amen.
Footnotes for Vertical Habits in Horizontal Community
1. Videos, reports, and free resources compiled by Betty Grit can be found at: http://worship.calvin.edu/resources/resource-library/showcase-vertical-habits- worship-and-our-faith-vocabulary.
2. G.L.U.E. Training Manual (see above)
3. Body Building (see page 84)
4. Inclusion Awareness Kit (see page 83)
5. Your Feet, My Shoes (see page 84)
6. Helping Kids Include Kids with Disabilities (see page 84)
7. A history of Inclusive Education as well as a guidebook with printable forms to execute an inclusive education program in a Christian school setting, Barbara J. Newman wrote Nuts and Bolts of Inclusive Education (CLC Network, 2013).
8. Barbara J. Newman, Circle of Friends Manual, CLC Network, 2009.
最后修改: 2020年01月23日 星期四 15:55