Page 3 - Pflaum Publishing Group

I BELONG TO THE CATHOLIC CHURCH (page 16)
Students who are blind or have limited cognitive ability will be unable to relate to the pictures of the sacraments of initiation. A hands-on experience
of a mock baptism with water and a doll may be necessary. Students who are visually impaired can feel and touch a candle, a white garment, and water to better understand the main symbols connected to this sacrament. Students could also pantomime baptizing each other. Students with motor impairments may need a peer to help them with their stickers. Another option with the stickers would be a large sheet of paper or poster board that could be a keepsake for the students.
CONFIRMATION AND EUCHARIST (page 17)
Students who have sensory impairments may prefer not to be touched by vegetable oil. It is important
to give students a choice when doing this type of activity. Pictures and concrete objects dealing with both Eucharist and Confirmation should be available to the students. It might be helpful to explain each sacrament in a different space in the classroom. Students could also be broken into small groups
and sent to a specific sacrament space to review the symbols for a particular sacrament of initiation. Playing follow the leader would be a kinesthetic (involving the body) activity before explaining the concept of following Jesus.
WE GATHER AND CELEBRATE (page 18)
Having students bring in baby and family pictures would facilitate a discussion of remembering their own life journeys. A class timeline could also be made with images of students as they grew from infants to toddlers to preschoolers. Students with motor impairment would need to be given a much larger sheet of paper for their drawing of themselves receiving the Eucharist. Having three-dimensional objects would also increase student understanding.
For students who have fine motor difficulties, an alternate activity to coloring their posters could be to listen to the Our Father being sung or recited. Computer-generated coloring may be a possibility.
In order for students who are non-readers to participate in the Rite of Enrollment, it would be necessary to make some modifications. Students could be given happy faces representing yes and
sad faces representing no to use when asked if they wish to prepare for the sacrament. This would also accommodate nonverbal students. Another option would be different color circles representing yes and no. Students could also be asked to put a small stone in a jar if they wish to prepare for these sacraments. Any student unable to receive their Our Father scroll could have it simply placed in their lap or in a bag attached to their wheelchair.
Lesson 2
I PREPARE FOR CONFIRMATION
OPENING PRAYER (PAGE 20)
A student who is deaf would need the opening prayer to be interpreted in sign language. An alternative would be to use images on the overhead to show joy and welcome.
I PREPARE FOR CONFIRMATION (page 20)
Students with a motor impairment may need assistance from a peer to move from one station
to another. During any singing activity, nonverbal students could be given instruments to play so that they are part of the music-making activity. Clapping and simple gestures are other ways to facilitate student participation. Typed names and the name of the parish on labels would allow the student with motor impairments to participate in filling in the top part of page 1.
WHAT IS THE HOLY SPIRIT LIKE? (page 22)
Some students may need their pinwheel materials pre-cut and pre-colored. Students could work in pairs or small groups to assist each other with the construction of the pinwheel. Holy Spirit is a very abstract concept even for adults. With students with cognitive impairments it may be necessary for them to simply identify through gesture what images do and don’t represent the Holy Spirit. Religious clip
art can be duplicated and used for the students to organize symbols that relate to each sacrament of initiation. Selected items could include oil, candle, baptismal garment, a chalice, unconsecrated hosts, and images of fire, wind, and doves.
For the circle dance, an assistant should help
a student in a wheelchair or that student could participate by using a musical instrument. Many interesting activities about wind can be used to talk about the Spirit. The outdoors is an ideal place to talk