December 20, 2024 • 16 mins
Managing transitions for individuals with special needs can be a daunting task, especially within church settings. Have you ever wondered how to make these transitions smoother and less anxiety-inducing? Join me, Tracie Corll, as we promise to equip you with effective strategies to create a predictable environment using visual supports, advanced notice, and transition objects. These tools are designed to foster a sense of security for those on the autism spectrum or with ADHD, helping them navigate changes with confidence and ease.
Beyond easing transitions, we also address the broader goal of enhancing inclusivity in church environments. By sequencing activities and addressing the specific needs of all individuals, we aim to break down barriers and create an inviting space where everyone can participate fully. This isn't just about accessibility—it's about ensuring every person has the opportunity to know Christ and serve with their unique gifts. Through candid discussions and shared insights, we continue our commitment to fostering inclusive and welcoming church communities. Whether you're a church leader, a family member, or simply someone who cares about inclusivity, this conversation is for you.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:03):
Hi, my name is Tracy Correll, and welcome to
Indispensable People.
I'm a wife, mom, teacher,pastor and missionary, and I
believe that every person shouldhave the opportunity to know
Christ, grow in Him and serveHim with the gifts that he has
given, no matter their ability.
Over 65 million Americans havea disability.
That's 25% of the population.
(00:26):
However, over 80% of them arenot inside the walls of our
church.
Let's dive into those hardtopics biblical foundations,
perceptions and world-changingideas.
Hey, hey, and welcome totoday's episode.
(00:47):
We're talking about transitions.
What is a transition?
Who deals with transitions, howto help through transitions and
what that looks like in thecontext of a church, an
organization, and these are evenstrategies that are beneficial
in school or wherever you mayfind yourself.
So let's get into it.
Let's talk about it.
(01:07):
So first of all, let's definetransitions.
Transitions refer to theprocess of shifting from one
activity to another.
This can pose particularchallenges for those with
special needs, who may be moresensitive to changes.
For these individuals,effective strategies are often
necessary to help them navigatesmoothly between different
(01:29):
activities.
So first let me give you acouple examples where this may
impact maybe a child coming to achurch on a Sunday morning.
There are several transitionsthat they're going to experience
before they even walk insidethe building of the church.
They have their transitions ofhome, but they're going to
experience before they even walkinside the building of the
church.
Okay, they have theirtransitions of home, but they're
going to leave their house,they're going to get in their
(01:51):
car, they're going to get out oftheir car, they're going to
walk to the building of thechurch and then they're going to
come into the door.
They're also going to walk tomaybe a check-in area.
Then they're going to go totheir classroom or meet their
friend or their buddy along theway.
There are several transitionsthat they're going to be
(02:13):
impacted.
This also looks similar forstudents going to youth, where
they're going to again leavetheir home, get in their car,
get out of their car, come intothe building, go through
whatever check-in process thereis, and this is all before
service even starts.
So the impact is big beforethey've even entered the program
(02:34):
.
And you can also consider thisfor a Sunday morning experience
for an adult or an event thatthe church is having.
There are transitions.
So, again, a transition refersto the process of shifting from
one thing to another.
So individuals with specialneeds, particularly those maybe
on the autism spectrum.
Also, I would say this is a bigdeal for those with ADHD and
(02:59):
maybe hyperfocuses.
Transitions, at whatever form orwhatever age or stage a person
is at, can cause anxiety anddistress.
This is largely due to theunpredictable nature of change,
which can feel overwhelming, andthe uncertainty and lack of
control can also trigger stressand discomfort.
(03:21):
So let's talk about theimportance of that
predictability.
It's absolutely essential ineasing transitions for those
with special needs.
Providing clear visual cues,verbal alerts and consistent
routines allow people toanticipate what comes next,
which better prepares them forchanges.
This approach helps reduceanxiety and it fosters a sense
(03:46):
of security.
Think about how you feel whenyou know what's coming next.
Think about how usually you'rethe one making the plan, so you
know each step of the way, whichmakes you feel more comfortable
when you're in situations atwhich you don't know what to
expect next.
For some and a smaller portionof people, that's excitement.
(04:09):
For others it is anxiety andit's very.
You have, like just heightenedsenses and awareness as you're
trying to figure out what thesteps are and what they're
taking out, what the steps areand what they're taking.
So what do some of those visualsupports look like in that
(04:30):
predictability.
Well, you can have visualschedules.
This can be pictures of theoutline of your activities, the
sequence of your activities.
To make the day morepredictable, you can use picture
cards that can be put on alanyard.
It could be done in alldifferent kinds of ways.
A folder, a piece of paper thatillustrates the next step or
(04:53):
the next activity which you knowmight be beneficial.
There are some people who, ifyou show too many steps, it
could cause anxiety and maybejust one step at a time, steps
that could cause anxiety andmaybe just one step at a time.
Another option is a transitiontimer, which can be all kinds of
things.
There are fancy visual timersthat are available, but it can
(05:13):
also just be a clock timer or anegg timer or something like
that.
But just consider the senseswhen you are creating that use
of the timer, because sometimesa buzzer might be difficult for
someone who has some sensorysensitivities, so a visual timer
(05:34):
might be better.
Also, they might want a clock,they want to see a countdown.
It depends on how they workwith numbers, those kinds of
things.
So there are lots of options.
So let's talk about specificstrategies for managing those
transitions.
We've already talked about thepredictability, the creating
(05:57):
some advanced notice.
When my son was younger and wewere planning to go somewhere, I
would just have to outline thebig steps of what was coming
next.
Even now he doesn't like thingsto be sprung on him.
He wants to know what'shappening and when, and that
helps with anxiety.
Also know that sometimes inthat preparatory time they get
(06:24):
to know something they aren'texcited about, which also has
the potential to build someanxiety.
However, we can't erase all ofit.
We can give the proper thingsto help them to work through
those steps and know what'scoming, and that advance notice
is always going to have thatpossibility.
But we can use other strategiesto work transition strategies
(06:46):
and let's talk about transitionobjects, which is a specific toy
or item that signals anupcoming transition, offers
comfort and consistency.
So let me give you an exampleof this.
We had a little guy come to ourchurch a few years ago and
(07:09):
coming from the car inside thebuilding was really difficult
for him and we created what wascalled a we called a transition
box and in that transition boxwere preferred items that he
enjoyed and he liked.
So when he left the car he hadsomething that he was excited
about, that he liked.
So, for example, he lovedsuperhero things and so we put
(07:33):
in like the to-go packs from theDollar Tree with the superhero.
It had like coloring things andlittle fidget stuff to play
with.
Those were all options for himas he came, so it was something
he looked forward to whichhelped him through that
transition time.
I would also suggest that duringa time of transition,
(07:55):
distraction is a great strategyin the sense of transition is
coming, so give them somethingto do during that time and if
you are in a maybe children'schurch setting, a transition is
happening, so maybe you givethem a job.
Maybe they're setting up anactivity, maybe they are part of
(08:16):
passing out the materials forthe next thing or getting snack
ready, or if you're in youth,some of those similar things can
happen.
You can be a part of a serveteam or the sound crew or
something like and being a partof different things that may
benefit you through thosetransitions because you have a
(08:38):
distraction.
I know a lot of individuals whoreally benefit from utilizing
their skills and their talentsto focus in on things so that
other things, maybe lesspreferred things, don't distract
from it.
Other transition strategiescould include creating social
(09:01):
stories, which are briefnarratives explaining the
transition process and expectedbehaviors.
This really goes back to thatadvance notice, that preparatory
time, making sure that theyknow what's coming.
Social stories are great timesof like investigating, seeing
what's coming and if they havequestions or they want to talk
(09:22):
about it, those are really greatthings.
Also, transitions can maybeseem overwhelming because
they're too big of what's coming.
So if you can break things downinto steps, divide them into
smaller, manageable steps tolessen the overwhelming piece.
Also, consider using positivereinforcement, just times of
(09:45):
offering praise and rewards forworking through things.
So give them something to worktowards or for, and allow them
the choice of what that might be, so that they again it's kind
of a distraction, but they'reworking towards something good,
they've accomplished a goal ofgetting through that transition
and moving on to the next goal,and all of those things will
(10:08):
only benefit the next time atransition comes.
Transitions are naturallyoccurring throughout the day.
There is no way to avoid them,but we can use strategies to
help each and every person getthrough them in the best way
that works for them.
So let's talk about some otheroptions that can be used to help
(10:29):
in these times of transition.
So um.
So we already talked aboutworking for something, but also
let's add to that a this or thattask.
A lot of times a transitionfeels like you have no control.
A this or that task gives yousome control in the situation.
(10:53):
So in that maybe it's atransition to two options of
choices so they can choose apreferred thing.
Maybe it's how they transitionbecomes the this or that choice,
laying out how to complete thenext task.
Maybe the transition is I don'tknow what to do or how to do
(11:14):
the next thing, but if you giveme instructions on how to do
those piece by piece, that'sbenefit.
Another thing I want to open theoptions for is the transition
into the building, whether it'schurch or whatever an event
space that you are using foryour services.
(11:36):
That transition into thebuilding can be very difficult
and there are optional ways todo that.
So let me give you an exampleof something that we're
currently doing.
We have a little girl who, whenshe enters the building, when
she comes on midweek service,the entry to the building is not
(11:56):
a big deal, it's a lot calmer,it's quieter.
The entry to the building isnot a big deal, it's a lot
calmer, it's quieter, thereisn't as much hubbub, so to
speak, going on during theevening as it is on a Sunday
morning.
So no problems.
On Wednesday night, normalentry, no big deal.
But Sunday mornings she wasgetting to the point where she
(12:17):
didn't want to come to church,kind of fighting mom at home,
and so we talked it over, andmom was talking about the
transition time from the carinto the building, and the
attention of other people plusthe busyness of what's going on
seems to be the key of theproblem.
So how can we do things a littlebit differently?
(12:40):
We can offer a quiet entry, wecan offer the opportunity to
come into a space where there'snot a lot of other people, give
her time to acclimate to thebuilding and then move into the
classroom, and so that's whatwe're doing, and we actually we
have a daycare preschool in ourbuilding and they have to have
(13:04):
certain access doors for certainage groups, and so the goal is
now that she comes in one ofthose access doors.
Her buddy is waiting for her,and it's in a quiet space, a
quiet room that currently isn'tbeing used.
And we even went one stepfurther and providing her a
pop-up tent so that it's like apop-up sensory tent and so when
(13:26):
she comes into the room she cango right into that sensory tent,
acclimate to the building.
So she has a quiet entry, shehas her own space to get comfy
and then when she's ready andfeeling good about the space and
the room, then she can enterher and, feeling good about the
space and the room, then she canenter her typical classroom and
join the rest of the activitiesthat are going on.
For that morning it was a verysimple, low cost strategy.
(13:52):
That, yes, does require havinga buddy and another person in
the space, but she is lovingthis new entry, not giving mom a
hard time and really enjoyingcoming into church, as opposed
to that high level of anxiety.
No matter the transition, weneed to consider adjusting some
(14:15):
of the activities to which theindividual is transitioning.
Everything doesn't have to fitthe mold, fit the box, stay the
same.
We can consider things such asactivity length and difficulty
and interest level.
All of those things caninfluence transition success.
Environmental factors likenoise or crowding, like we just
(14:36):
mentioned, should also beevaluated Strategically.
Sequencing the activities canalleviate some transition
challenges by understanding theunique needs of all individuals,
no matter what the disability,and even kids, teens and adults
who are not diagnosed deal withtransition issues, we can
(14:57):
facilitate smoother transitions,enhancing independence and
enabling a greater participationin our church settings.
We want to create a space wherepeople want to be there.
They enjoy being there, becausethat is when we have open
access barriers knocked down, toshare the gospel with all of
(15:17):
God's people.
Do I know everything aboutdisability ministry?
Do I have all the answers?
Have I done everythingperfectly?
I have absolutely not, but weare going to continue this
conversation so that people ofall abilities can have the
opportunity to know Christ, growin Him and serve Him with the
gifts that he has given them.
(15:40):
You,
Hi, my name is Tracy Correll, and welcome to
Indispensable People.
I'm a wife, mom, teacher,pastor and missionary, and I
believe that every person shouldhave the opportunity to know
Christ, grow in Him and serveHim with the gifts that he has
given, no matter their ability.
Over 65 million Americans havea disability.
That's 25% of the population.
(00:26):
However, over 80% of them arenot inside the walls of our
church.
Let's dive into those hardtopics biblical foundations,
perceptions and world-changingideas.
Hey, hey, and welcome totoday's episode.
(00:47):
We're talking about transitions.
What is a transition?
Who deals with transitions, howto help through transitions and
what that looks like in thecontext of a church, an
organization, and these are evenstrategies that are beneficial
in school or wherever you mayfind yourself.
So let's get into it.
Let's talk about it.
(01:07):
So first of all, let's definetransitions.
Transitions refer to theprocess of shifting from one
activity to another.
This can pose particularchallenges for those with
special needs, who may be moresensitive to changes.
For these individuals,effective strategies are often
necessary to help them navigatesmoothly between different
(01:29):
activities.
So first let me give you acouple examples where this may
impact maybe a child coming to achurch on a Sunday morning.
There are several transitionsthat they're going to experience
before they even walk insidethe building of the church.
They have their transitions ofhome, but they're going to
experience before they even walkinside the building of the
church.
Okay, they have theirtransitions of home, but they're
going to leave their house,they're going to get in their
(01:51):
car, they're going to get out oftheir car, they're going to
walk to the building of thechurch and then they're going to
come into the door.
They're also going to walk tomaybe a check-in area.
Then they're going to go totheir classroom or meet their
friend or their buddy along theway.
There are several transitionsthat they're going to be
(02:13):
impacted.
This also looks similar forstudents going to youth, where
they're going to again leavetheir home, get in their car,
get out of their car, come intothe building, go through
whatever check-in process thereis, and this is all before
service even starts.
So the impact is big beforethey've even entered the program
(02:34):
.
And you can also consider thisfor a Sunday morning experience
for an adult or an event thatthe church is having.
There are transitions.
So, again, a transition refersto the process of shifting from
one thing to another.
So individuals with specialneeds, particularly those maybe
on the autism spectrum.
Also, I would say this is a bigdeal for those with ADHD and
(02:59):
maybe hyperfocuses.
Transitions, at whatever form orwhatever age or stage a person
is at, can cause anxiety anddistress.
This is largely due to theunpredictable nature of change,
which can feel overwhelming, andthe uncertainty and lack of
control can also trigger stressand discomfort.
(03:21):
So let's talk about theimportance of that
predictability.
It's absolutely essential ineasing transitions for those
with special needs.
Providing clear visual cues,verbal alerts and consistent
routines allow people toanticipate what comes next,
which better prepares them forchanges.
This approach helps reduceanxiety and it fosters a sense
(03:46):
of security.
Think about how you feel whenyou know what's coming next.
Think about how usually you'rethe one making the plan, so you
know each step of the way, whichmakes you feel more comfortable
when you're in situations atwhich you don't know what to
expect next.
For some and a smaller portionof people, that's excitement.
(04:09):
For others it is anxiety andit's very.
You have, like just heightenedsenses and awareness as you're
trying to figure out what thesteps are and what they're
taking out, what the steps areand what they're taking.
So what do some of those visualsupports look like in that
(04:30):
predictability.
Well, you can have visualschedules.
This can be pictures of theoutline of your activities, the
sequence of your activities.
To make the day morepredictable, you can use picture
cards that can be put on alanyard.
It could be done in alldifferent kinds of ways.
A folder, a piece of paper thatillustrates the next step or
(04:53):
the next activity which you knowmight be beneficial.
There are some people who, ifyou show too many steps, it
could cause anxiety and maybejust one step at a time, steps
that could cause anxiety andmaybe just one step at a time.
Another option is a transitiontimer, which can be all kinds of
things.
There are fancy visual timersthat are available, but it can
(05:13):
also just be a clock timer or anegg timer or something like
that.
But just consider the senseswhen you are creating that use
of the timer, because sometimesa buzzer might be difficult for
someone who has some sensorysensitivities, so a visual timer
(05:34):
might be better.
Also, they might want a clock,they want to see a countdown.
It depends on how they workwith numbers, those kinds of
things.
So there are lots of options.
So let's talk about specificstrategies for managing those
transitions.
We've already talked about thepredictability, the creating
(05:57):
some advanced notice.
When my son was younger and wewere planning to go somewhere, I
would just have to outline thebig steps of what was coming
next.
Even now he doesn't like thingsto be sprung on him.
He wants to know what'shappening and when, and that
helps with anxiety.
Also know that sometimes inthat preparatory time they get
(06:24):
to know something they aren'texcited about, which also has
the potential to build someanxiety.
However, we can't erase all ofit.
We can give the proper thingsto help them to work through
those steps and know what'scoming, and that advance notice
is always going to have thatpossibility.
But we can use other strategiesto work transition strategies
(06:46):
and let's talk about transitionobjects, which is a specific toy
or item that signals anupcoming transition, offers
comfort and consistency.
So let me give you an exampleof this.
We had a little guy come to ourchurch a few years ago and
(07:09):
coming from the car inside thebuilding was really difficult
for him and we created what wascalled a we called a transition
box and in that transition boxwere preferred items that he
enjoyed and he liked.
So when he left the car he hadsomething that he was excited
about, that he liked.
So, for example, he lovedsuperhero things and so we put
(07:33):
in like the to-go packs from theDollar Tree with the superhero.
It had like coloring things andlittle fidget stuff to play
with.
Those were all options for himas he came, so it was something
he looked forward to whichhelped him through that
transition time.
I would also suggest that duringa time of transition,
(07:55):
distraction is a great strategyin the sense of transition is
coming, so give them somethingto do during that time and if
you are in a maybe children'schurch setting, a transition is
happening, so maybe you givethem a job.
Maybe they're setting up anactivity, maybe they are part of
(08:16):
passing out the materials forthe next thing or getting snack
ready, or if you're in youth,some of those similar things can
happen.
You can be a part of a serveteam or the sound crew or
something like and being a partof different things that may
benefit you through thosetransitions because you have a
(08:38):
distraction.
I know a lot of individuals whoreally benefit from utilizing
their skills and their talentsto focus in on things so that
other things, maybe lesspreferred things, don't distract
from it.
Other transition strategiescould include creating social
(09:01):
stories, which are briefnarratives explaining the
transition process and expectedbehaviors.
This really goes back to thatadvance notice, that preparatory
time, making sure that theyknow what's coming.
Social stories are great timesof like investigating, seeing
what's coming and if they havequestions or they want to talk
(09:22):
about it, those are really greatthings.
Also, transitions can maybeseem overwhelming because
they're too big of what's coming.
So if you can break things downinto steps, divide them into
smaller, manageable steps tolessen the overwhelming piece.
Also, consider using positivereinforcement, just times of
(09:45):
offering praise and rewards forworking through things.
So give them something to worktowards or for, and allow them
the choice of what that might be, so that they again it's kind
of a distraction, but they'reworking towards something good,
they've accomplished a goal ofgetting through that transition
and moving on to the next goal,and all of those things will
(10:08):
only benefit the next time atransition comes.
Transitions are naturallyoccurring throughout the day.
There is no way to avoid them,but we can use strategies to
help each and every person getthrough them in the best way
that works for them.
So let's talk about some otheroptions that can be used to help
(10:29):
in these times of transition.
So um.
So we already talked aboutworking for something, but also
let's add to that a this or thattask.
A lot of times a transitionfeels like you have no control.
A this or that task gives yousome control in the situation.
(10:53):
So in that maybe it's atransition to two options of
choices so they can choose apreferred thing.
Maybe it's how they transitionbecomes the this or that choice,
laying out how to complete thenext task.
Maybe the transition is I don'tknow what to do or how to do
(11:14):
the next thing, but if you giveme instructions on how to do
those piece by piece, that'sbenefit.
Another thing I want to open theoptions for is the transition
into the building, whether it'schurch or whatever an event
space that you are using foryour services.
(11:36):
That transition into thebuilding can be very difficult
and there are optional ways todo that.
So let me give you an exampleof something that we're
currently doing.
We have a little girl who, whenshe enters the building, when
she comes on midweek service,the entry to the building is not
(11:56):
a big deal, it's a lot calmer,it's quieter.
The entry to the building isnot a big deal, it's a lot
calmer, it's quieter, thereisn't as much hubbub, so to
speak, going on during theevening as it is on a Sunday
morning.
So no problems.
On Wednesday night, normalentry, no big deal.
But Sunday mornings she wasgetting to the point where she
(12:17):
didn't want to come to church,kind of fighting mom at home,
and so we talked it over, andmom was talking about the
transition time from the carinto the building, and the
attention of other people plusthe busyness of what's going on
seems to be the key of theproblem.
So how can we do things a littlebit differently?
(12:40):
We can offer a quiet entry, wecan offer the opportunity to
come into a space where there'snot a lot of other people, give
her time to acclimate to thebuilding and then move into the
classroom, and so that's whatwe're doing, and we actually we
have a daycare preschool in ourbuilding and they have to have
(13:04):
certain access doors for certainage groups, and so the goal is
now that she comes in one ofthose access doors.
Her buddy is waiting for her,and it's in a quiet space, a
quiet room that currently isn'tbeing used.
And we even went one stepfurther and providing her a
pop-up tent so that it's like apop-up sensory tent and so when
(13:26):
she comes into the room she cango right into that sensory tent,
acclimate to the building.
So she has a quiet entry, shehas her own space to get comfy
and then when she's ready andfeeling good about the space and
the room, then she can enterher and, feeling good about the
space and the room, then she canenter her typical classroom and
join the rest of the activitiesthat are going on.
For that morning it was a verysimple, low cost strategy.
(13:52):
That, yes, does require havinga buddy and another person in
the space, but she is lovingthis new entry, not giving mom a
hard time and really enjoyingcoming into church, as opposed
to that high level of anxiety.
No matter the transition, weneed to consider adjusting some
(14:15):
of the activities to which theindividual is transitioning.
Everything doesn't have to fitthe mold, fit the box, stay the
same.
We can consider things such asactivity length and difficulty
and interest level.
All of those things caninfluence transition success.
Environmental factors likenoise or crowding, like we just
(14:36):
mentioned, should also beevaluated Strategically.
Sequencing the activities canalleviate some transition
challenges by understanding theunique needs of all individuals,
no matter what the disability,and even kids, teens and adults
who are not diagnosed deal withtransition issues, we can
(14:57):
facilitate smoother transitions,enhancing independence and
enabling a greater participationin our church settings.
We want to create a space wherepeople want to be there.
They enjoy being there, becausethat is when we have open
access barriers knocked down, toshare the gospel with all of
(15:17):
God's people.
Do I know everything aboutdisability ministry?
Do I have all the answers?
Have I done everythingperfectly?
I have absolutely not, but weare going to continue this
conversation so that people ofall abilities can have the
opportunity to know Christ, growin Him and serve Him with the
gifts that he has given them.
(15:40):
You,
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