Planning

Don’t worry if all children are not engaged in group activities at all times. It’s fine if a child is doing something different with an adult elsewhere rather than being in a group that will make them anxious and potentially disruptive. Remember you are trying to show them what Jesus is like and this can be done by enjoying being with them lying on the floor doing a puzzle and ‘listening’!

Make sure that you are working somewhere that is physically accessible. This includes making areas clutter free.

Some children will need or be greatly aided by routine, (especially those on the autistic spectrum, with ADHD or dyspraxia). For these children ensure that they know what is about to happen (tell them, write it down or use photos or pictures to explain), tell them when the activity is coming to the end, and give them the same working area/seat if your situation allows for this.

If a child has hearing loss make sure they sit near the front with the leader’s face clearly in view. Make sure the leader does not have her back to the light. If the loop system is available check that it is working for the child. Try to reduce background noise. Be aware that small group discussion can be difficult for deaf children.

Be aware of visual impairments and think about where a child should sit and how visual material is presented. Some pictures may be too busy for some children. Some children may need pictures/writing presented very close to them/to one side etc.

Have rules on display that the children have helped to decide upon, so they are clear about why each of the rules exists. Make sure the children all know them and the consequences of breaking them – be consistent! Remember to praise good behaviour and show that you value contributions and participation at any level.

Expect good behaviour from all children but be tolerant of unusual behaviour. For instance, someone may be listening even though they are not looking or they are doing something else the whole time. Some children may need to move about quite regularly. Understand that some unusual behaviours are part of disabilities and not just children being ‘naughty’, for example when a child with Tourettes Syndrome is shouting obscenities your reaction can make a big difference – increased anxiety will increase the behaviour which is a part of the disability.

If a child is displaying challenging behaviour, rather than give them attention, redirect them or change the activity. Even better pre-empt behaviour problems and give a favoured activity before they start displaying challenging behaviour. There may be jobs that the child can do to make them feel valuable and also to withdraw them from times that they may find difficult to cope with, e.g. clearing up, making drinks or handing out newsletters.

Build an environment where children feel free to ask questions. This includes asking about how and why others are different to themselves. This will stimulate healthy conversation that will help them to value and not fear others that are different. This is not always easy for us who can find children’s candid questions difficult, but talk simply and honestly with them. Never talk about a child with a disability as if they are not there.

Prepare each session with a range of abilities in mind and give all children the opportunity to join in. Make the teaching relevant to them by relating it to their experiences.

Be big in your body language and use gestures and recognised signs to help gain attention and understanding.

Too much spoken language can confuse. Keep instructions short and simple, and don’t try to include too much teaching. Getting one or two things across clearly is probably enough for each session. It may be the helper’s role to simplify the message for the child and make it appropriate for them.

For the most part activities would be best kept short because attention spans in the group may not be long. However, for some children leaving an activity before they are ready may be very difficult and even upsetting. If you know that this is so for a child they may need to be allowed time to complete an activity whilst others move on.

Avoid the use of abstract ideas and metaphors with children with learning disabilities as you would with younger children. These can be taken literally and create confusion:  ‘The only way to God is through Jesus!’

Try to avoid making a child with a disability stick out. Have seating all at the same height if possible, and make helpers seem a part of the whole group and not joined to the child.

Have a range of activities available on the same theme and age appropriate but requiring less developed skills. Make sure there are ‘harder’ and ‘easier’ tasks when doing a group activity. Unobtrusively, give children with learning and physical disabilities options about joining in – they may be happy to watch at times, they may want to do the same as everyone else, or they may prefer to do something similar which they find easier. Although a child may not be able to speak they could push a button to make something work, hold up a picture, or communicate using signs/gesture, e.g. during a drama activity.

Some children may only be able to read at a low level or not at all. Those children with learning disabilities who read are often very proud to be able to do so and should be given opportunities to use this skill at their level within the sessions. Others may feel embarrassed and should not be singled out or made to feel different. It might be that when using written resources you could have a simplified version using less words and age appropriate pictures to help.