Leaders and Teachers

We all have the responsibility to welcome and include everyone, including those with disabilities. There are many ways you can reach out to those in your congregation who have a disability or who are caregivers of a loved one with a disability. Sometimes all it takes is a small, genuine gesture to help someone feel like he or she is known, loved, and a part of the ward family. Here are a few suggestions of small things that, when done with genuine love and sincerity, can go a long way to help someone with a disability feel included:

• Reach out. Often, because we are afraid of saying or doing the wrong thing, we do not reach out to those with disabilities. You can start by greeting members of your ward with disabilities and their families. By showing a genuine interest in getting to know them, friendships can be created, burdens can be lightened, and everyone can feel included.
• Invite. Extend a personal invitation to members with disabilities and their family members. Let them know of upcoming activities or changes to meeting schedules. If you have noticed they have not been to church in a while, extend a personal invitation for them to come with you.
• Seek to understand. Seek to understand an individual’s needs with sensitivity and compassion before offering to help. As you reach out and build a relationship of trust and friendship, you may feel prompted to offer help.

Helpful Resources:

• Joseph B. Wirthlin, “Concern for the One,” Ensign or Liahona, May 2008, 17–20
• Gérald Caussé, “Ye Are No More Strangers,” Ensign or Liahona, Nov. 2013, 49–51
• Marianne Holman Prescott, “10 Ways to Help Those with Disabilities Feel a Sense of Belonging,” Church News, Feb. 16, 2018

Church leaders have a sacred responsibility to care for every member of their flock and to reach out to “the one.” This includes reaching out to members with disabilities and their caregivers. When the motivation behind learning about others comes from a place of love and compassion, wonderful things can occur. Church leaders and teachers should keep the following in mind as they work with those who have disabilities and strive to increase awareness and understanding of disabilities:

• Welcome. Seek ways to help individuals with disabilities feel loved, accepted, and included.
• Provide opportunities. Prayerfully identify meaningful opportunities for members with disabilities to serve. Meet with the individuals and their caregivers to help identify skills and talents. Discuss with them ways those skills and talents can be best utilized. Everyone has something they can contribute.
• Identify specific needs. Speak with individuals and families about their needs. They may need physical, spiritual, and emotional support as well as rest from their daily routine. Remember that members with a disability and their families are generally the best resource on their disability. They know about the strengths and challenges that come with a specific disability and can help you identify where help is needed. You can gain much insight by asking individuals, their family members, and other caregivers respectful questions such as the following:

• “What would be helpful for me to know about you so that I can do my best to help make your experience at church more meaningful?”
• “What would you like me to know about your child?”
• “What are things that you have found to be helpful in the past that I could try to implement at church?”

• Foster understanding. After consulting with members with disabilities about what they feel comfortable having you share with others, help ward members understand the individuals’ disabilities and needs. This can help ward members gain greater compassion, understanding, and inspiration about how to provide support.
• Identify resources. As you meet with individuals, families, and leaders, you will come to understand where the greatest needs are, as well as the strengths and gifts members are willing to share. Where appropriate, identify community, ward, and stake resources available to assist with those needs.
• Counsel together. As appropriate, invite individuals, their parents, or other caregivers to discuss with ward leaders their strengths as well as challenges and obstacles that may keep them from fully participating in the ward. Help parents connect with other parents who have children with similar disabilities.

Helpful Resources:

• General Handbook: Serving in The Church of Jesus Christ of Latter-day Saints, 38.8.31 - 38.8.31.8
• Jeffrey R. Holland, “Bearing One Another’s Burdens,” Ensign or Liahona, June 2018, 24–29
• Lynn Parsons, “Reaching Out to Those with Disabilities—and Their Families,” Ensign or Liahona, Feb. 2015, 48–51
• Camille West, “Straining to Hear Each Sunday? Meetinghouse Listening Devices Dramatically Improve Participation,” Church News, Sept. 15, 2017
• Laurie Wilson Thornton, “The Mathematics of Multiple Disabilities,” Ensign, Oct. 1991, 64–69

Elder Jeffrey R. Holland explained: “We may not be able to alter the journey, but we can make sure no one walks it alone. Surely that is what it means to bear one another’s burdens” (“Bearing One Another’s Burdens,” Ensign, June 2018, 27).

One of the best ways to minister and help members with disabilities and their families and other caregivers is by being a friend. Often these individuals and families carry great physical, financial, and emotional burdens. Having a friend or someone they can rely on in the ward may be very important in helping them remain active in the Church despite the overwhelming challenges they face. When we become a friend, we can also help bear one another’s burdens (see Mosiah 18:8–9).

The Lord can help you know what to do as you get to know the members to whom you minister, become familiar with their needs, and turn to the scriptures and pray. Remember that members with a disability and their families are generally the best resource on their disability. They know about the strengths and challenges that come with a specific disability and can often help you identify where help is needed.

Helpful Resources:

• ministering.ChurchofJesusChrist.org
• Russell M. Nelson, “Ministering with the Power and Authority of God,” Ensign or Liahona, May 2018, 68–75
• Bonnie H. Cordon, “Becoming a Shepherd,” Ensign or Liahona, Nov. 2018, 74–76

Disability Specialists

A bishopric or stake presidency may call a ward or stake disability specialist to help individuals and families who have disabilities or who are caregivers of those with disabilities (see General Handbook: Serving in The Church of Jesus Christ of Latter-day Saints, 38.8.28.9). The role of a disability specialist is to help facilitate increased participation and inclusion of Church members with disabilities; however, the responsibility to care for others is the responsibility of everyone (see Mosiah 18:8–9).

For more information on the role of a disability specialist or how to get started as a disability specialist, go to My Calling as a Ward Disability Specialist.

Disability Activity Leaders (see General Handbook, 38.8.28.5)

Adult members may be called as disability activity leaders. These leaders plan and carry out the disability activity program. They consult with ward and stake disability specialists (see General Handbook, 38.8.28.9) to invite members with disabilities to participate. They counsel together about how to meet those members’ needs.

Disability activity leaders are called and set apart under the direction of the agent bishop or agent stake president. A stake president may also assign a high councilor to serve as a disability activity leader.

Leaders serving those of any age with disabilities complete the training at ProtectingChildren.ChurchofJesusChrist.org. For additional safety requirements for leaders, see disability.ChurchofJesusChrist.org.

When invited, disability activity leaders may attend stake or ward leadership meetings.

Guidelines for disability activity programs. Disability activity programs are organized to help participants develop spiritually, socially, physically, and intellectually (see Luke 2:52). Leaders determine the frequency of activities. They consider the number of participants, travel distances, and other circumstances.

Helpful Resources

• Disability Specialists: How to Get Started in Your Calling
• Melissa Merrill, “New Information for Disability Specialists Added to ChurchofJesusChrist.org,” Church News, Feb. 8, 2012, ChurchofJesusChrist.org
• “Members with Disabilities,” General Handbook: Serving in The Church of Jesus Christ of Latter-day Saints, 38.8.28
• Trent Toone and Kaitlyn Bancroft, “What is a disability specialist and how they can help you and your family,” Church News, Sept. 28, 2018

“Everything the Savior did throughout His earthly ministry was motivated by love—His love for His Father and His love for all of us. Through the power of the Holy Ghost, we can be filled with this same love as we strive to be true followers of Christ (see John 13:34–35; Moroni 7:48; 8:26). With Christlike love in our hearts, we will seek every possible way to help others learn of Christ and come unto Him. Love will be the reason and motivation for our teaching” (Teaching in the Savior’s Way [2016], 6).

Individuals with disabilities should be given the opportunity to learn, teach, and serve to the best of their abilities. As a teacher, it is important that you establish an atmosphere of love and inclusion. Seek to understand those you teach and their individual needs. President M. Russell Ballard counseled: “May I urge each member of the Church, when you are serving as a teacher, to remember that every human soul is precious to our Father in Heaven, for we are all his children. God’s children are entitled to be taught the truths of the gospel in clear and understandable terms so that the Spirit can confirm the truths of the gospel to them.”

Individuals with disabilities may require accommodations in the classroom to help them learn and feel included. Talk with the individuals about accommodations they may need to fully participate in gospel learning. When teaching children or youth, you may also want to counsel with their parent, guardian, or caregiver about any accommodations they may need. By making simple adaptations to the classroom, you can promote learning for all. Some examples of simple accommodations include the following:

• Use closed captions when showing videos.
• Allow extra time to respond to questions.
• Let students work in small groups.
• Make large-print materials available for students to read.
• Use a variety of ways to present lessons, including pictures, objects, photos, and videos.
• For students who are nonverbal, offer choices between two items to allow them to indicate an answer by pointing or eye gaze.
• Break down assignments or requests into small steps. For example, instead of asking someone to get ready for a prayer, you might break the task into the smaller steps of folding arms, bowing head, and closing eyes. Be prepared to use repetition in teaching.
• Use teaching ideas such as role playing, singing, object lessons, and other visual aids to illustrate difficult concepts. Break down difficult concepts into simple pieces.
• Prayerfully select opportunities for members with disabilities to participate in lessons. Examples might include selecting the music, reading a scripture, holding a picture, sharing a testimony, and answering questions.

Teaching Strategies for Children with Disabilities

• Good Teaching Is Good Teaching
• Attention Getter
• State Objective
• Attention Span
• Using Visual Aids
• Wait Time
• Music and Drama
• Using a Schedule to Help Reduce Anxiety
• Positive Behavior Strategies

Helpful Resources:

• teaching.ChurchofJesusChrist.org
• education.byu.edu/disabilities
• Primary Disability Web Page
• Disabilities
• “Teaching Children with Disabilities,” 2018 Outline for Sharing Time: I Am a Child of God, 29

Many missionary opportunities are available for members with disabilities who have a desire to serve a mission. To learn about missionary opportunities for members with disabilities, see ChurchofJesusChrist.org/service-missionary or seniormissionary.ChurchofJesusChrist.org.

Food allergies and reactions to food can have a significant effect on a person’s physical and emotional health and ability to participate in Church meetings and activities.

What is a food allergy?

A food allergy is a condition in which exposure to a specific food causes the body to mistakenly treat the food as a harmful substance. This reaction may trigger anaphylaxis, a reaction that can result in death. Globally, 240 million to 550 million people may suffer from allergies to some foods, but the most common allergies are to peanuts, tree nuts, fish, shellfish, milk, eggs, wheat, and soy.

At church, adults, youth, and children are often exposed to food allergens in these ways:

• Homemade food items served at Church functions
• Unlabeled food items, such as bakery items or home-baked goods
• Cross-contact with food containing allergens
• Preparing, passing, or partaking of sacrament bread that contains allergens or has had cross-contact with allergens
• Treats, candy, or other food items that contain allergens

How do I recognize a food allergy reaction and anaphylaxis?

Look for the following symptoms, which could be mild or severe:

• Shortness of breath, wheezing, or repetitive cough
• Pale or blue skin, fainting, weak pulse, or dizziness
• Tight throat, hoarseness, or trouble breathing or swallowing
• Significant swelling of the tongue or lips
• Hives over the body, widespread redness, or itching
• Repetitive vomiting or severe diarrhea
• Feeling that something bad is about to happen, anxiety, or confusion
• Drop in blood pressure
• Itchy or runny nose or sneezing
• Itchy mouth
• Mild nausea or discomfort

What is anaphylaxis?

Anaphylaxis is a sudden, severe, and potentially fatal allergic reaction. Symptoms can occur within minutes or hours after exposure or ingestion. Without early administration of emergency medication called epinephrine (also known as adrenaline) along with emergency care, the result can be fatal. Symptoms of anaphylaxis include:

• Airway constriction.
• Extremely low blood pressure.
• Shock (anaphylactic shock).
• Suffocation from swelling in the throat.

What is the best treatment for a reaction?

Epinephrine is the most commonly used medication to treat severe reactions and anaphylaxis. It is available by prescription as a self-injectable device (such as EpiPen, Auvi-Q, or Adrenaclick). Most individuals with food allergies carry one of these devices with them. If members have a food allergy, leaders and teachers should discuss possible treatment with them or their parents in anticipation of an allergic reaction.

How do I respond to an anaphylaxis reaction?

If someone is experiencing anaphylaxis:

1. Inject epinephrine immediately (if available).
2. Call 911 and request an ambulance with epinephrine.
3. Call parents of children and youth after steps 1 and 2.

If symptoms do not improve or if symptoms return, more doses of epinephrine can be given about five minutes after the previous dose. Transport the person to an emergency facility, and stay there at least four hours, because symptoms may return. Do not depend on antihistamines. They will help only with skin issues and may cover any anaphylaxis reactions, causing a delay in the administration of epinephrine and possible irreversible effects, including death. If you are unsure what to do, give the person epinephrine and call 911. If someone with a food allergy feels ill, never leave him or her alone.

How do I help prevent food allergy exposures and anaphylaxis?

Following the guidelines below will help keep those with food allergies safe in a church setting:

• Take all food allergies seriously, because they can be fatal.
• If members have food allergies, communicate with them and with the parents of children and youth.
  
  • Know what foods they must avoid, and determine if there are safe substitutes.
  • Inform them when food will be present.
  • Avoid serving home-baked or bakery goods. Such goods are usually at a higher risk of cross-contact and do not always have ingredients listed on the label.
• Label homemade food with ingredients.

How can those with food allergies safely partake of the sacrament?

Leaders and teachers should be sensitive to the physical and emotional impact food allergies have on an individual and should develop ways to safely include people in all activities and worship—including partaking of the sacrament. The guidelines below may help:

• Members with food allergies, such as gluten intolerance or other conditions, should inform a member of the bishopric and discuss with him what adaptations may be appropriate for the sacrament.
• Members may provide their own allergen-free bread or other broken bread-like substitute. Members may bring a pre-broken bread substitute in a sealed plastic bag and give it to a priesthood holder to place on a separate tray.
• During the sacrament, the priesthood holders break the regular bread but do not open the bags or touch the allergen-free bread substitute. The prayer to bless the bread is offered in the normal way.
• The bishopric sees that the priesthood holders can identify members to whom the allergen-free item should be passed. Those who prepare, administer, and pass the sacrament should receive training on how to avoid cross contamination.
• Depending on the number of individuals involved or specific circumstances, the bishopric may modify the procedure.

How do I avoid cross contamination?

• Understand what cross-contact is and how to avoid it. Cross-contact happens when one food touches another food or surface. As a result, each food or surface then contains small amounts of the food allergen. These amounts are so small that they usually cannot be seen, but they can be transmitted onto food generally considered safe. Even very small amounts of food allergens have the potential to cause a life-threatening allergic reaction.
• During the sacrament, avoid cross contamination by following the guidelines below:
  
  • Properly wash hands with soap and water before preparing the sacrament (hand sanitizer will not remove any food allergens).
  • Allergen-free bread should be handled first before working with bread with allergens in it. If you have touched bread with allergens in it, be sure to wash your hands with soap and water before touching allergen-free items.
  • All allergen-free items should be placed on a separate allergen-free tray.
  • If a member brings a pre-broken allergen-free bread substitute in a sealed container, do not open the container; place it on the separate allergen-free tray.

For more information on food allergies, anaphylaxis, and how to recognize and respond to allergic reactions, see the following resources:

Printable Posters and Signs

• Food Allergy and Anaphylaxis Emergency Care Plan
• How to Avoid Cross-Contact

Additional Resources

• allergyhome.org
• utahfoodallergy.org
• foodallergy.org
• aaaai.org
• curedfoundation.org
• apfed.org
• worldallergy.org
  
  • World Allergy Organization, White Book on Allergy: Update 2013, worldallergy.org.

What is an emotional support animal?

An emotional support animal or comfort pet is specifically chosen as a companion to an individual with a psychological or emotional disability. A variety of animals can be emotional support animals, including current pets. Such animals are not trained to perform tasks but are distinguished by the close emotional and supportive bond between the animal and the owner.

What is a service dog?

A service dog is a trained animal that performs tasks directly related to the disability of the owner. The dog’s preparation and training typically take 18 to 24 months. A service dog may be considered necessary medical equipment and may be allowed to accompany the owner with a disability to many places where emotional support animals or pets are not permitted. The owner does not need to display documentation stating that the dog is a certified service dog; however, in determining whether a dog is a service dog, Church leaders or event hosts may ask questions such as “Is the service dog required because of a disability?” or “What work or task has the service dog been trained to perform?” The owner should be able to communicate the essential tasks the service dog provides beyond companionship, protection, or comfort.

Are service animals or other domestic animals allowed inside Church facilities?

Bishops and stake presidents may determine whether to allow individuals with disabilities to use trained service dogs in meetinghouses. Other types of animals, including emotional support animals (comfort pets), are generally not permitted in meetinghouses or at Church-sponsored events, except as specifically required by law. (In general in the United States, the Church is under no legal obligation to admit service dogs or emotional support animals to houses of worship.) Bishops and stake presidents make local decisions, taking into account the needs of individuals with disabilities and the needs of others in the congregation.

Service dogs and emotional support animals are not allowed in temples. Patrons with special needs are encouraged to attend the temple with family members or friends who can assist them as needed. Temple workers are also available to assist members while at the temple. Priesthood leaders may contact the Temple Department with questions.

What are the responsibilities of owners of service animals while on Church property?

Owners of permitted service animals are responsible for any damage to persons or property caused by their animals. They are responsible for properly disposing of the service animal’s waste. In addition, while on Church property, service animals must be attended and restrained at all times. This means that the service animal must be in the immediate vicinity of its owner (within six feet), either on a leash, in a cage, or voice-controlled. To be considered attended, the animal may not be left fastened to a stationary object.

Coming Soon

Disabilities

As you minister to the needs of others, you can help them experience joy and fulfillment. You can also help them understand that “each [of us] is a beloved spirit son or daughter of heavenly parents, and, as such, each has a divine nature and destiny” (“The Family: A Proclamation to the World,” ChurchofJesusChrist.org). Each of us has been given unique gifts that can be used to bless and serve those around us. We are all needed in the Church of Jesus Christ.

To reach the divine destiny our Heavenly Parents desire for us, we all need the opportunity to learn and live the gospel of Jesus Christ. Regardless of impairments, all of God’s children merit the opportunity to make covenants and help build the kingdom of God on earth.

As you work with members with disabilities who face life challenges, prayerfully consider these truths:

• The minds and spirits of all of God’s children are capable of growth.
• Every child of God adds richness and value to the human family and to the Church.
• Sacred covenants are intended to bless the lives of all those who desire and are able to participate.
• All members of the Church, including those with differences or disabilities, should have meaningful opportunities to minister, teach, and lead.
• A disability is not a punishment—neither to the individual nor to the parents (see John 9:1–3).

Everyone has something to contribute. It is our blessing and responsibility to follow the example of Jesus Christ and seek out the one.

Help others to belong. We read in 1 Corinthians 12:25–27 about the body of Christ:

“That there should be no schism in the body; but that the members should have the same care one for another.

“And whether one member suffer, all the members suffer with it; or one member be honoured, all the members rejoice with it.

“Now ye are the body of Christ, and members in particular.”

We are not complete without each member. The eye cannot contribute in the same way the hand is able to, nor can the foot do the work that the ears can do. We are better when we learn how to appreciate the strengths we all bring to the Church. We become more like Christ as we care for one another.

What can we do to help others feel loved and included in the full body of Christ in our own wards and stakes? In 3 Nephi 22:13 we read, “All thy children shall be taught of the Lord.” That scripture could easily have read, “Thy children shall be taught of the Lord.” It is instructive that God chose to include the word all. We must recognize that all of God’s children merit the opportunity to learn and live the gospel. Every person has something to contribute to the Church of Jesus Christ.

Ask genuine, loving questions. We help others more fully live the gospel when we do our best to create a safe space for them physically, intellectually, emotionally, and spiritually. Often this can be done by reaching out to them one by one and asking things such as “What would you like me to know?” or “What are some things we can do to help church be a place where you or your child can be successful?” Often the act of individually reaching out to invite and ask sincere, loving questions can be the first step in helping others feel more a part of their faith.

Provide a good example. Others often look to their parents and Church leaders to determine how they will respond to a situation. How can you reflect love, patience, and charity as you set an example for others to follow?

Keep in mind that we are so much more alike than we are different from one another. In the Church, we can do an incredible job of providing some of the things people need most that don’t even require any sort of training—things like being a friend. The greatest resource will always be individuals working together to find solutions as members with disabilities advocate for their needs and others lovingly listen and provide help.

Resources are available for the following topics:

• Individuals
• Parents and caregivers
• Leaders and teachers
• Teaching strategies for children with disabilities
• That All May Worship (pamphlet)
• “Two Purposes” video on accepting and including people with disabilities (includes discussion guide)
• Information regarding specific disabilities
• Church policies and guidelines
• Deaf or hard of hearing
• Food allergies
• Service animals
• Teachings and doctrine
• Accessible formats

Disability

• “Changing Our Hearts through Charity”
• “Small and Simple Acts of Service”
• “My Lesson in Love”
• “It’s a Short Flight”
• “Fragile Instruments Played with Power”
• “Bearing One Another’s Burdens”
• “Caring for the Needy in Our Families”
• “Facing Health Setbacks with a Gospel Perspective”
• “Bearing One Another’s Burdens”
• “4 Ways to Serve Families with Disabilities”
• “Creating a Culture of Inclusion”

Mental Health

• “Will the Lord Heal Our Son?”
• “Upon the Top of the Waters”
• “I Heard the Children”
• “Sustained by God’s Love”
• “I Thank Thee for This Body”
• “A Bouquet of Blessings”
• “Depression”

“Choosing to Live: Overcoming Suicidal Thoughts”

• “Understanding Suicide: Warning Signs and Prevention”
• “Anxiety and Anxiety Disorders”
• “You Can Choose to Stay”
• “Why I Choose to Help”
• “Suicide Prevention”
• “General Conference and Being Made Whole”
• Learning to Skin a Skunk
• The Gospel: An Eternal Life Hack
• Teach Me to Fly: Achieving Emotonal Self-Reliance in the Lord’s Way
• Finding a Mental Health Professional Who’s Right for You
• 14 Ways to Get Your Emotional Health Back on Track
• Why I’m Not Afraod pf Mental Health Counseling Anymore
• He Shall Prepare a Way
• Overcoming the Plague of Addiction
• Finding Peace in the Storm of Addiction

Chronic Illness

• “Serving a Stranger”
• Questions and Answers
• “The Power of When”
• “Faith in God’s Plan for Me”
• “Louie B. Felt: Dedicating Her Life to Children”
• “The Promise of Our Future Together”
• “Lizochka’s Heart”
• “Before Our Journey’s Through”
• “I’m Grateful for Your Feet”
• “Challenges, Miracles, and Testimonies”
• “The Lord Spoke Peace to Me”
• “Don’t Run Away”
• “A Gift of Life and Love”
• “Returning Home Early from My Mission”
• “Supported in Our Trials”
• “We Chose to Serve”
• “Uniquely Blessed by Indexing”
• “My Father’s Loving Example”
• “Cancer, Courage, and Conversion”
• “Heavy Trials, Tender Mercies”
• “The True Miracle of Healing”
• “My Regrets, Her Forgiveness”
• “Watched Over by Our Heavenly Father”

“The Real Miracle”

• “Cristina’s Many Miracles”
• “Physical Comfort from the Scriptures”
• “A Love Greater than Terminal Illness”
• “Finding Help after Nancy’s Death”
• Ilir Dodaj
• “The Lord’s Help through Two Brain Surgeries”
• “Counsel I Did Not Want to Hear”
• “Saving My Mother”
• Michael Isaac—Bydgoszcz, Poland
• Blanca Solis—Asunción, Paraguay

Physical Disabilities

• “Would You Like Some Flowers?”
• “Christ Has Felt My Pain”
• “Dealing with Coming Home Early”
• “Deciding for Myself”
• “The Spirit Worked Slowly on Me”
• “How Eric Learned to Trust God”
• “Family Bonds: A Strength and a Blessing”

Learning Disabilities

• “Institute: The Best Treatment”
• “Of Covenants and ADHD”
• “Saving Christopher”
• “The Education of a Lifetime”

Blind

• “We Must Go to the Temple Now!”
• “A Christmas Hug”
• Libuletswe Gofrey Mokgatle—Gauteng, South Africa
• “We Were Both Blessed”: By Anna Fingerle

Deaf/Hard of Hearing

• “Help Thou Mine Unbelief”

“Building the Kingdom in Australia”

• “An Elephant in the Classroom”

Developmental Disability

• “Special Gifts from Having Sam”
• “Blessed to Be Sammy’s Mother”
• “A Second Chance”
• “A Father’s Love”
• “The Spirit of Visiting Teaching”
• “Serving While Living with Disabilities”
• “Blessed by My Faithful Sister”
• “Regaining My Covenants”
• “Watching Our Baby Leave This Life”
• Delva Netane—California, USA
• Victor Barbinyagra—Kharkiv, Ukraine
• “Getting Help to Help Others”