Community Conversations on Faith and Disability: Identifying New Practices, Postures, and Partners for Congregations

Community Conversations on Inclusive Higher Education for Students With Intellectual Disability

“…By design, it introduces new voices, stays focused on local solutions, provides an efficient way to engage a large group in dialogue, and increases local awareness of the issue (Carter & Bumble, 2018). Community conversations have been used to explore the inclusion of individuals with ID in K-12 schools, workplaces, faith communities, and other activities (e.g., Carter, Bumble, Griffin, & Curcio, 2017; Carter, Swedeen, Cooney, Walter, & Moss, 2012; Molfenter et al, 2018). They have yet to be used to explore issues related to inclusive higher education.…”

Partnerships From the Pews: Promoting Interagency Collaboration With Religious Organizations

“…Step 5. The opportunities listed in Step 5 are common to religious organizations (Carter et al, 2017) and focus on skill development opportunities in lieu of religious content. If an administrator is unable or unwilling to devote instructional time for community-based instruction specific to this partnership, the practitioner could still make the partnership work by creating an after-school club.…”

“…With facilities often unused throughout the week (Carter et al, 2016; Terrill et al, 2016), a mission that often includes aspirations to form meaningful alliances with their community (Carter et al, 2017), and dedicated volunteers (Clerkin & Swiss, 2013), religious organizations may offer resources for developing community and/or employment experiences to practice social and career development skills (Rowe et al, 2015). Many religious organizations have not explored partnering with local education agencies and organizations serving individuals with disabilities (Larocque & Eigenbrood, 2005).…”

“…Religious organizations can benefit students with disabilities in three important ways: (a) providing community-based instruction and experiences, where students learn social and employment skills (Carter et al, 2017; Rowe et al, 2015); (b) developing skills and giving back to their communities (Carter, 2011; Gaventa, 2005); and (c) providing human capital for activities and programs necessary for the religious organization and the community-at-large. Students with and without religious affiliations stand to benefit from partnerships with religious organizations when partners maintain a focus on skill development and students’ strengths, preferences, interests, and needs.…”

“…Although Ms. Hernandez has access to a local church, other religious organizations (e.g., synagogues, mosques, and temples) could be relevant for interagency collaboration. Partnerships with religious organizations could benefit students with disabilities by offering social supports (e.g., community meals), resource supports (e.g., transportation), and employment supports (e.g., facilities and training programs; Carter et al, 2017). Table 1 provides a list of potential activities categorized into community experiences (Rowe et al, 2015).…”