Preview

Eucharist Session 2

Carrying a Heavy Burden (p. 20)

If there are children with intellectual/developmental delays (such as autism), or children with cognitive differences in your group, they will need more time to process information. Talk about each of the feelings faces on page 20 and which feelings they represent.

Children with writing or fine motor difficulties (such as dysgraphia) might need help writing words to label the symbols on this page. Look for those who need help with writing.

Children with reading difficulties (such as dyslexia) might need help with spelling the words on this page. 

Children who have difficulties with attention problems or impulse control, and children with sensory processing issues, might enjoy acting out these scenarios. Lead the children in imagining how it would feel to go on a journey while carrying a light backpack, and then have them imagine carrying a heavy backpack. Encourage the children to act out both situations expressively, following your lead and that of the others in their group. 

Catholic Signs and Symbols – The Crucifix (p. 21)

Children who have difficulties with attention problems or impulse control, as well as some children with sensory processing issues, often benefit from kinesthetic (hands-on) input. Provide crucifixes of various sizes and styles that do not show imagery too graphic for children, and allow the children to respectfully handle them.

Served So That We Can Serve (p. 23)

This activity already accommodates for some learning needs, as it offers the option to write words or draw pictures. However, children who have difficulties with attention problems or impulse control might prefer to act out a way they can serve others. Organize children into small groups and record the role-play on your cell phone or other video recording device. Then share each group’s role-play with the larger group, either during the session or as a review the next time you meet.

Children with intellectual/developmental delays (such as autism), or children with cognitive differences, might wish to point to the pictures in which the children are following Jesus. You can also have an aide suggest some ways that the child can follow Jesus and role-play these ideas with the child. 

We Gather Together (p. 24)

Children with reading difficulties (such as dyslexia) might need help spelling the titles and roles they are asked to write on this page.

Children with writing or fine motor difficulties (such as dysgraphia) might prefer to tell you what to write. They might need the catechist to write the names for the different titles or roles in the space provided. 

Cloud of Words (p. 26) 

Children with reading difficulties (such as dyslexia) might need assistance in reading the words in the cloud. Read each word and point it out with your finger, so the children can identify which words to draw a line through or circle. These children might also need help spelling the two words they choose to add.

Children with writing or fine motor difficulties (such as dysgraphia) might prefer to tell you the words they would like to add to the cloud and have you write them. 

We Live the Way (p. 27)

Children with reading difficulties (such as dyslexia) might need assistance determining the initials for the names of the people they would like to write in each of the spaces on this page. If necessary, allow them to tell you or an aide the names of each person discreetly and quietly so that you can help them decide which initials to use.