Things I Make (p. 10)

Children with visual impairments or children with fine motor difficulties might prefer to tell you verbally what they would like to create. Another option would be to provide them with modeling clay or tin foil and let them sculpt something they would like to create. You may wish to write for them what each child says, or sculpts, in the space provided in their Child Book.

The Perfect Image of God (p. 14-15)

Children with visual impairments or children who process differently might need catechists to describe what is happening in each picture or tell a story to go along with each picture. Children with writing or fine motor difficulties (such as dysgraphia), children with reading difficulties (such as dyslexia), and children with cognitive differences might need assistance with writing their answers in the spaces.

Special Blessings (p. 16)

Children with writing or fine motor difficulties (such as dysgraphia), children with reading difficulties (such as dyslexia), and children who process differently might need assistance with writing the names and needs of people for whom they would like to pray. Alternatively, you may wish to do this activity verbally with each child, praying together for the people for whom each of the children would like to pray. This can be extended to the entire group by passing out simple paper cutouts of a person (unisex), one per child. Pass around a basket and invite the children to say aloud the name of someone they would like to pray for as they place their cutout into the basket.

Respect God’s Image (p. 17)

Children with writing or fine motor difficulties (such as dysgraphia), children with reading difficulties (such as dyslexia), and children who process differently might need help with writing their answers in the boxes. Alternatively, they might prefer to draw pictures on a separate sheet of paper to illustrate their responses.

Children who have difficulties with attention or impulse control might enjoy acting out the second portion of this activity (a way in which they can be kind to the person they find it difficult to get along with). Tell the children that they are going to show the group what a disciple would do. In order to keep them focused, give them a specific situation, such as “you are in gym class and your teacher asks you to be the partner of someone who was mean to you on the playground yesterday.” Provide fictional examples to avoid making any children feel uncomfortable.