"For it was You who created my inward parts; You knit me together in my mother’s womb. I will praise You because I have been remarkably and wonderfully made. Your works are wonderful, and I know this very well" - Psalm 139:13-14
My Beginning
Prior to the start of my doctoral capstone, I conducted a needs assessment.
Parents within churches have reported that their child with special needs does not have access to resources that allow them to be fully included within the church.
A church in Dayton, Ohio reported that they had an increasing number of children and families with special needs within their children's ministry, stating they they did not have adequate education, resources, or equipment. However, they wanted to transform one of their rooms into a special place for children with special needs to use!
My Research
Additionally, I conducted a review of the literature to learn more about the need for a church to have a special needs ministry.
One in six children within the age of 3-17 are diagnosed with developmental disabilities, showing that nearly 17% of the childhood population has some form of disability (Center for Disease Control, 2021).
When asked about the number one barrier facing many teachers' ability to include students with disabilities in the classroom, most teachers indicated have no policies and procedures for working with such students (Sargeant, 2015).
Parents of children with special needs reported successful inclusion as providing emotional support, development of social skills, and effective behavior management while also having volunteer, staff, and family support (Dyer, 2016).
Designing a multisensory room within the church can help children with sensory issues regulate their specific sensory needs (Challis et al., 2020).
My Supporters
Dr. Jamesdean Visley served as my faculty mentor throughout my doctoral capstone project. Dr. Visley is passionate about the pediatric setting and has specific interests relating to ADHD, Autism Spectrum Disorder (ASD), Sensory Integration, and disability ministries. He has also established new special needs ministries, understanding the effects of Sensory Integration on the participation of children with ASD, and universal design and community inclusion. He consults on an as-needed basis with churches that are hoping to develop special needs/disability ministries, which aligns with his own doctoral capstone work.
Jodi Vogel served as my expert mentor throughout my doctoral capstone project. Jodi is a co-owner and occupational therapist at Triangle Therapy Services. Jodi graduated with a doctorate of occupational therapy degree from Kettering College of Medical Arts. She was a prior school-based occupational therapy assistant before pursuing further education. She has 10 years of clinical experience in pediatrics addressing fine motor, visual motor, bilateral coordination, motor planning, sensory processing, and self-regulation deficits with children of all ages and diverse conditions. She is trained in therapeutic listening, rhythmic rocking, and reflex integration. Jodi completed a doctoral experience pertaining to inclusive playgrounds for children with disabilities.
My Accomplishments
Created 2 sensory rooms in order for children, families, staff, and volunteers working in the special needs ministry to have access to all equipment necessary for sensory regulation and full inclusion.
Designed a training program for any individual who has a passion to work within the Special Needs Ministry at Christian Life Center. This program consists of a step-by-step protocol, instructions for all equipment and an education training manual.
Developed a child profile for parents to provide detailed information on their child, as well as provide consent and safety standards.
Created inclusive tools for children with special needs to utilize within their Sunday service classrooms. These tools consist of: calm corners, resource bins, sensory regulation tools, and emotional regulation tools.
Marketing and volunteer recruitment for the Special Needs Ministry created at Christian Life Center to grow have long-term sustainability.
Educational presentation to staff and volunteers on the details of leading a special needs ministry and educational training on working with children with special needs.
Obtained 36 hours of observation with professionals experienced in working with children with special needs (OT, PT, SLP).
“For we are God’s masterpiece. He has created us anew in Christ Jesus, so we can do the good things he planned for us long ago.” Ephesians 2:10
My Impact
I am hopeful that Christian Life Center's new Special Needs Ministry will impact the life of many children and their families, providing them a continual place to grow in God's love at their unique and individual level.
My Future Plans
I plan to practice in an outpatient pediatrics setting and an inpatient rehabilitation setting. I also hope to specialize in pediatrics, autism, and sensory processing. Additionally, I plan to start a special needs ministry at City Church in Fort Wayne, Indiana.
My Contact Information
Email: marieeing98@gmail.com
References
Carter, E., Bumble, J., Griffin, B., & Curcio, M. (2017). Community conversations on faith and disability: Identifying new practices, postures, and partners for congregations. Pastoral Psychology, 66(5), pages as 575–594. https://doi.org/10.1007/s11089-017-0770-4
Center for Disease Control. (2021). Increase in developmental disabilities among children in the united states. https://www.cdc.gov/ncbddd/developmentaldisabilities/features/increase-in-developmental-disabilities.html
Challis, B., Hildred, M., & Bailey, J. R. (2020). Commentary on "Multisensory rooms: Essential characteristics and barriers to effective practice." Tizard Learning Disability Review, 25(2), pages as 77–81. https://doi.org/10.1108/TLDR-01-2020-0001
Dyer, R. D. (2019). A case study of parental perceptions of disability ministry inclusion programs [ProQuest Information & Learning]. In Dissertation Abstracts International Section A: Humanities and Social Sciences 80(3).
Gasser, L., Malti, T., & Buholzer, A. (2014). Swiss children's moral and psychological judgments about inclusion and exclusion of children with disabilities. Child Development, 85(2), pages as 532–548. https://doi.org/10.1111/cdev.12124
Hobbs, R., Bonham, C. E., & Fogo, J. (2016). Individuals with disabilities: Critical factors that facilitate integration in christian religious communities. Journal of Rehabilitation, 82(1), pages as 36–46.
Howe, F., & Stagg, S. (2016). How sensory experiences affect adolescents with an autistic spectrum condition within the classroom. Journal of Autism & Developmental Disorders, 46(5), pages as 1656–1668. https://doi.org/10.1007/s10803-015-2693-1
Rimmerman, A., Hozmi, B., & Duvdevany, I. (2000). Contact and attitudes toward individuals with disabilities among students tutoring children with developmental disabilities. Journal of Intellectual & Developmental Disability, 25(1), pages as 13–18. https://doi.or
Sargeant, M. A. A., & Berkner, D. (2015). Seventh-Day adventist teachers' perceptions of inclusion classrooms and identification of challenges to their implementation. Journal of Research on Christian Education, 24(3), 224–251. https://doi.org/10.1080/106
Snoezelen Multi-Sensory Environments. (2021). Elements of a snoezelen sensory room. https://www.snoezelen.info/elements-of-a-snoezelen-sensory-room/
Spruin, E., Abbott, N., & Holt, N. (2018). Examining the experiences of a short break scheme amongst adolescents with disabilities (service users) and their parents. International Journal of Disability, Development and Education, 65(2), pages as 148–162.
Wright, P. L. E., & Owiny, R. L. (2016). Special needs goes to church: A special education primer for ministry. Christianity Education Journal, 13(1), pages as 85-108