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Open Hearts, Open Minds, Open Doors
Inclusion in Worship
Junior High School Guide
INTRODUCTION
This lesson will enable the catechist and
students to explore the uniqueness of
each person with a special focus on
people with disabilities and their inclusion
in our church.
OBJECTIVES OF THIS LESSON
Students will:
- reflect on inclusion of people with
disabilities through stories and
experiences;
- discuss the gifts we bring to the Body
of Christ using a passage from St.
Paul.s first letter to the Corinthians;
and
- develop an action plan to assist them
in becoming more aware of ways to be
inclusive.
PREPARE YOURSELF
Read 1 Cor. 12:4-11, the scriptural basis
for this lesson. Practice using .peoplefirst
. language, always emphasizing the
person and his or her abilities before the
disability. For example: a boy who uses a
wheelchair, a girl who walks with
crutches, or a man who is blind.
Pathways Awareness Foundation.s 20-
minute video, Open Hearts, Open Minds,
Open Doors, is a helpful starting point for
thinking about inclusion. The video and its
accompanying booklet may be available
in your parish library. If not, you may
schedule a free screening with a
Pathways representative.
PREPARE MATERIALS
-
Bible
-
index cards or paper of same size
-
pens
-
paper to back the shields
-
colored markers
TEACHING HINTS
-
To begin this lesson, ask the
students to discuss what inclusion
means. Has anyone experienced
being excluded?
-
2. Read together the first paragraph of
the story, The Gifts We Have.
-
Give students about 5 minutes to fill
in the list of talents (student lesson
page one).
-
a. If the students know each other well,
have them do the following activity
before sharing their personal lists of
gigts.talents. Give each student an
index card or small paper of the same
size. On the top line, the students
should write their own name then pass
the card to the right. Each person in
the group will list a gift/talent that they
see the named person having. When
the index card is returned to the owner,
each student should compare the gifts
listed with their own list. Also, spend
some time sharing what they find
difficult to do.
-
b. If the students do not know each
other well, ask the students to form
small groups and share their lists of
gifts/talents.
-
Ask students to name disabilities and
write them on the chalkboard – being
careful to use correct terms (Down
Syndrome, muscular dystrophy,
cerebral palsy, mental illness, heart
disease, etc.) and people-first
language (woman who uses a
wheelchair, boy who is blind, person
who has depressed spirits, etc.) Talk
about which are visible and which are
invisible disabilities. Read the rest of
the first page of the story and add to
the list of disabilities if necessary.
-
Read together the story, A Young
Girl’s Gifts (student lesson page 2).
-
Give the students 15 minutes to work
on their shield (student lesson page
three). If you have a space to display
their work, mount and hang the
shields. Otherwise, let the students
mount the shields and take them
home.
- Read together the scripture verse
from 1 Corinthians 12:4-11. Ask the
following questions to break open the
Word:
-
What are the different gifts to which
St. Paul referred? Wisdom in
discourse, power to express
knowledge, faith, healing,
prophecy...
-
Who is the Body of Christ? We, the
baptized members of our church,
form the Body of Christ.
-
How do our gifts benefit all in the
church community? We all have
richer experiences when everyone
participates.
-
Look at the challenge questions and
discuss your own church.
-
Who ministers in your church? Is
there anyone with a visible
difference?
-
Are missallettes available in large
print for everyone?
-
Are there loops or other assistive
devices for people with hearing
difficulties?
-
Are there accessible pews
throughout the church?
-
Is the altar accessible?
-
Are there curb cuts in the sidewalks
outside the church?
-
Are the restrooms accessible?
As a class, take a walk around the parish
grounds and note what you see. Upon
returning to the classroom, work together
on forming a plan to place the questions
before the right parish organizations.
For example, if there are not ministers
with disabilities in your parish, go to the
Liturgy team and ask what can be done to
change that. If the church building needs
to be more accessible, go to the parish
council and raise the questions.
-
End the session by agreeing on an
action that can be accomplished by your
class. Also agree on actions for each
student to take steps to
personally be more inclusive, like by
using people-first language.
-
Join together in a prayer!
Dear Lord,
We thank you for the many different
gifts you have given to all of us.
We thank you for inviting all to your
table.
Help us to have open hearts to
reach all those who want to join us.
Help us to have open minds to
begin to know better the gifts that
each person brings to our family.
Help us to open the doors of your
church for all people.
We know your love is for each and
every one of us!
AMEN.
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