Multimodal Inquiry of Special Religious Developmental (SPRED) Program: Towards A Friendship Model of Inclusive Catechetical Communication

Abstract

This multimodal inquiry investigates inclusive catechetical communication within the Special Religious Development (SPRED) program in the Archdiocese of Chicago, focusing on persons with developmental and intellectual disabilities (PDID). The central research question examines how catechists implement and refine inclusive catechetical communication to engage and support PDID effectively. Existing research highlights significant gaps in catechetical programs tailored for PDID, often due to the limitations of traditional methods and materials.

This research addresses these gaps by employing a triangulation approach, integrating content analysis, artifact analysis, and socio-spatial analysis. The study utilized SPRED newsletters, educational materials, religious artifacts, and observations of the catechetical environment to gather comprehensive insights. This multifaceted methodology ensures a robust understanding of the dynamics involved in inclusive catechetical praxis.

Findings reveal the critical importance of adapted communication methods, accessible educational materials, and supportive physical environments. Key themes include the necessity for continuous adaptation of materials to meet PDID needs, the positive impact of sensory-friendly features, and the role of community support in fostering inclusivity. The socio-spatial analysis highlights the importance of well-organized, accessible environments that enhance engagement and interaction.

This research highlights the significant benefits of inclusive catechetical communication, such as enhanced spiritual and personal growth, deeper emotional connections, and a profound sense of belonging for PDID. The study underscores the necessity of strategies like non-verbal communication, emotional support, sensory friendly materials, and community integration. Catechists’ reflections and artifact analyses reveal that inclusive practices foster mutual enrichment, reduce social exclusion, and celebrate unique contributions, thereby promoting a more inclusive and supportive faith community.

Central to this study is the Friendship Model of Inclusive Catechetical Communication, which encompasses three key dimensions: intimacy, inter-animating collaboration, and interculturality.

Intimacy involves creating supportive relationships through personal engagement and emotional support. Catechists use gestures, facial expressions, and symbols to communicate effectively with individuals who may have difficulty with verbal communication. This dimension fosters trust and meaningful engagement, ensuring participants feel valued and supported.

Inter-animating transformation focuses on mutual growth and learning through reflective practice and empowerment. Catechists and participants engage in activities that promote mutual learning and spiritual connections. This collaborative environment allows both catechists and participants to gain insights from each other, leading to deeper spiritual enrichment.

Interculturality ensures that catechetical practices respect and incorporate diverse cultural backgrounds. Catechists demonstrate cultural sensitivity and adapt practices to be culturally appropriate, creating a welcoming environment for all participants. This dimension promotes social inclusion and mutual respect, enhancing the quality of friendships and community bonds.

In conclusion, this study contributes to the field of religious education by providing practical recommendations for enhancing inclusivity in catechetical communication. It advocates for the adoption of adaptive communication methods, continuous refinement of educational materials, and strategic modifications to the physical environment. These findings offer valuable insights for improving catechetical practices and fostering a more inclusive community within SPRED and similar settings.