Preview

Eucharist Session 4

We Celebrate Special Occasions (p. 40) 

Children with intellectual/developmental delays (such as autism) might need to be prompted about what to draw in the spaces, or they might need assistance writing the names of people who help them celebrate. Provide or show various photos from the Internet that depict children celebrating birthdays (wearing birthday hats; using special cups, plates, and napkins; playing games; eating cake and ice cream). Show the children these pictures and ask them to point to or tell about things they like to do when celebrating a birthday. 

Children with reading difficulties (such as dyslexia), and children with writing or fine motor difficulties (such as dysgraphia) might need assistance with writing the names of people who help them celebrate.

Jesus, Priest and Sacrifice (p. 43)

Children with intellectual/developmental delays (such as autism) may find it challenging to understand the concept of giving something up for someone else. When completing this activity, ask these children to talk about some of the things other people do for them, and then prompt them to reflect on the sacrifices you hear them describe. For example, if a child says his or her parents cook dinner, you could say, “So your mom and dad give their time to make food for you.” 

Children with writing or fine motor difficulties (such as dysgraphia) might prefer to respond verbally to complete the activity. If that is the case, listen to what they say and write their answers in the space provided. Children with reading difficulties (such as dyslexia) can still be asked to write their responses but might need help spelling some words. 

Celebrating the Mass (p. 44)

Children with intellectual/developmental delays (such as autism) might benefit from being shown photos of each part of the Liturgy of the Eucharist as you read through this section. They might have difficulty picturing these steps without visual cues. Children who have difficulties with attention problems or impulse control might also benefit from a picture-based approach, as it is often easier for them to pay attention to visual (rather than auditory) stimuli. 

Blessed Are You, Lord (p. 45)

Children with writing or fine motor difficulties (such as dysgraphia) might need some assistance with writing their responses, or they may prefer to say their responses aloud.

Children with reading difficulties (such as dyslexia) might benefit from the catechist or an aide reading each prompt on the page. After each prompt is read, the catechist or aide can help the children to spell the appropriate word to complete each sentence for the responses. 

Lamb of God (p. 46)

Children with writing or fine motor difficulties (such as dysgraphia) might need assistance with this activity. If needed, the catechist or an aide can trace each child’s hand and work with the children to make the tracing they do resemble a lamb.