Creating Access and Inclusion in Worship

HOMILY HELPS FOR INCLUSION AWARENESS DAY REFLECTING ON THE GOSPEL: A STORY AND A CHALLENGE

Most high school students spend time hanging out with friends, going to school dances, learning how to drive, planning a future that may include college, the military or starting a career. Students with intellectual disabilities are seldom engaged in these activities. Josh is a young man with an intellectual disability. When he was 6 years old, it was mandated by Ohio state law that he attend a school for children with intellectual disabilities. The expectations for Josh were to stay in a segregated school until age 21 and then move to a sheltered workshop for individuals with intellectual disabilities. After Josh attended a segregated school for twelve years, educators began to realize that most students with intellectual disabilities could be more successful in an inclusive classroom. Inclusion is placing a student with special needs in the classroom he or she would be in if he did not have a disability.

When Josh was included in a regular school, he fit in immediately. He had such an outgoing personality that he made many friends among his new classmates. A student named Mike noticed Josh watching band practice every day. Mike asked Josh if he would like to join the band. Josh enthusiastically shook his head yes. When Mike asked Josh what instrument he would like to play, Josh answered, “The drums, like you.” When Mike asked the band director if Josh could play the drums he agreed and Josh joined the band. Mike stood on the opposite side of the drum and cued Josh each time he was to strike the drum. Josh learned quickly and soon was marching in the band beside Mike. Mike and Josh would not have had this experience if Josh had stayed in a segregated school. Mike went on to become a special education teacher as a result of his friendship with Josh. Josh continued at the regular public high school, playing in the band for three years until his graduation. He now works full time at a local department store stocking shelves and retrieving shopping carts from the parking lot. This is a story of what happens if inclusion is given a chance. It is the story of the positive outcomes when someone is aware of another’s needs and takes the responsibility to personally accommodate those needs.

In today’s gospel reading Jesus uses the story of the rich man and Lazarus to teach again about the values of the Kingdom expressed in the Beatitudes (Luke 6:20-21 and 24-25). In the parable, the poor man, Lazarus, is excluded from the rich man’s table. The rich man does not even seem to be aware of Lazarus or his needs. Today on Inclusion Awareness Day we reflect on how well we as a parish family are aware of the needs of our fellow parishioners and how well we welcome and include parishioners of all abilities. Our parish community is working hard to become aware of barriers that limit participation. (Describe the many ways your parish intentionally includes parishioners of all abilities).

Unlike the rich man in the gospel story, who was unaware of the needs of others, we are making efforts to create an intentionally inclusive environment where people of all abilities can participate. Like Mike, from Josh’s story, we seek to be aware of the needs of our fellow parishioners, to provide accommodations and to make it possible for everyone to share their gifts so that all are included. This is every parishioner’s responsibility. When we open our hearts to the gifts that each person brings, even those who appear, at first, to be the most vulnerable, we are all strengthened. Our Cardinal, Francis George, asks us to “continue in our efforts to make ours a more participatory church for everyone”.

Story contributed by Robert Zimmerman, Inclusion Author, Retired Special Education Administrator, Sidney, Ohio