Showing and Teaching, p. 34

This activity already includes some options (writing or drawing), so it is adapted for some learning needs.

Learners who are visually impaired might prefer to verbally state the things they would put in the box.

A Witness for Christ, p. 37

This activity already accommodates for a variety of needs. However, learners who are visually impaired might benefit from a description of what is happening on the stickers so they can choose the appropriate stickers to show Jesus sharing the Good News.

Sent for Witness, p. 39

Learners with reading difficulties (such as dyslexia) might need assistance in reading the words on this page so they can connect the lines of prayer to the explanation of meaning on the left side.

Movement can help learners who have challenges with attention and impulsive behavior to stay engaged in learning tasks. To include movement in the activity on p. 39, write each line of prayer on a separate index card. Then, write each phrase of explanation on a separate index card. Hand out the cards to each group member, with some learners receiving a line of prayer and some learners receiving an explanation.

As a group, read each line of the prayer and pause after each line. Ask the children with lines of the prayer to listen for their line and bring their index card to the front of the room when they hear their line.

After the teacher has read the prayer, ask the children to read their lines, pausing after each phrase.  The children holding the explanation cards come forward when they hear the phrase they have.  Hearing the prayer twice reinforces the learning. 

Gifts that Bear Fruit, p. 40

Learners who have dyslexia and other reading difficulties and learners with intellectual/developmental disabilities might benefit from being given a “word bank” – a list of the words they will unscramble – so they can see how to spell the words they will make from the scrambled letters.

Learners who are blind or visually impaired might benefit from being read the definition and given options of possible Gifts of the Spirit so they can choose which word should go in the boxes next to each definition. Either the catechist or another learners in the group can assist by writing the letters of the word chosen in the appropriate boxes. 

Hungry for What?, p. 41

Learners with visual or fine motor difficulties might need some support with this activity.  It might be helpful to allow them to complete the activity verbally, and write their responses in the boxes for them.

Learners with reading difficulties (such as dyslexia) and learners with intellectual/developmental delays might need assistance in spelling the words they wish to use to respond to the prompts on this page.