Ask the classroom teacher — briefly, in the corridor if necessary — about any students with significant additional needs before your first lesson. You don't need a full IEP briefing; just 'Is there anyone I should know about? Any behaviours I should expect or sensitivities I should be aware of?' Most classroom teachers appreciate this question from an SRE volunteer because it signals that you take the class seriously.
Know Your Class Before You Arrive
Design for Multimodal Learning from the Start
Visual supports (pictures, simple diagrams, a timeline on the board), kinaesthetic activities (movement, drawing, object-based learning), and aural instruction are the three channels that reach the broadest range of learners. A lesson that only uses verbal instruction will lose students with auditory processing difficulties, attention differences, and language delays. Building in at least one visual and one active component per lesson is good pedagogy for everyone.
Reduce Unnecessary Sensory Load
For students with autism spectrum characteristics, the transition into SRE from another activity is often the hardest moment. A consistent, predictable opening routine (same greeting, same visual cue that SRE has started) dramatically reduces anxiety. Similarly, avoid sudden loud sounds, unexpected changes to the plan, or activities that require students to be physically close to peers without preparation.
Differentiate Participation, Not Content
Every student deserves access to the same Bible story and the same theological engagement. What you vary is how they participate: a student who can't manage a worksheet can draw; a student who can't verbalise can point; a student who can't sit still can stand at the back. The goal is engagement with the content, not uniform compliance with the activity format.
