Learning Disabilities

SUPPLIES: double tables covered with white roll paper, markers, chairs, 3 different versions of phrase sheet, pens and pencils, mirrors, lots of coin change, a math conversion sheet, flashcards of items to purchase items and prices, debrief questions sheet



1.     Greet new participants and invite them to have a seat at the table.

2.     When at least 4 people have arrived introduce the topic with, “Good morning. This station will be helping you understand Learning Disabilities. You will be asked to do simple math, writing, or reading skills but with a twist. Each activity at this station is an example of struggles that might occur in a variety of learning disabilities. These are some of the activities you can experience:

One activity is to read some prepared phrases out loud to another person. Many persons with dyslexia have trouble reading a new text out loud because the letters and words get jumbled as they read them making it hard to pronounce and read clearly to the listeners.

Another activity is to write what you see as you read from the reflection of a mirror. This is another example of cognitive issues with how words show up for some folks and helps us experience having to make clear in writing what seems backward. 

Another station, you can figure out the math to purchase basics items from our “grocery”. Sometimes what we know to be true, like a nickel is 5 cents or a quarter is 25 cents, gets jumbled. Then when trying to do math with things that seem like they should be easy… well, they aren’t easy.

And the last activity at this station is to write a story using your opposite hand. It can get frustrating when you know exactly what you want to say and what comes out on paper isn’t what you thought it would be or look like.

Please let me know if you have any questions as you are moving from one activity to another.”

3.     Make certain the debrief question sheet is visible and taped down to the white roll paper on the table. Encourage participants to write responses to questions on the last slide on the white roll paper on the table.

4.     Take time to answer questions (if you feel comfortable) and hear what the participants are processing out loud. Some of your learners will be external processors and need someone to speak to about what they experienced where others will be internal processors and simply listen to what is being said or write more fully on the white roll paper. Respect both forms of processing.

5.     Thank the participants for their focus and encourage them to find another station. Help them know what stations are available and how to get to them.


Debrief Questions (Learning Disabilities)

1.     What did you experience? What was surprising, challenging, or frustrating?

2.     What are ways that persons with learning disabilities might be hindered from fully engaging in the life of your church?

3.     What adaptations can be made in the life of your congregation to create inclusive space for persons with learning disabilities?

PDF icon ld-resources.pdf19.75 KB
PDF icon ld-grocery-store.pdf3.31 MB