Let The Little Children Come
Angie Gursoy
We are all familiar with Jesus’ words: “Let the little children come to me and do not hinder them, for
the kingdom of heaven/God belongs to such as these” (Matt. 19:13-15; Mark 10:13-15; Luke 18:15-17).
Children are of utmost importance to Jesus. He specifically bids them to come to him.
If we are Jesus’ disciples, then we are his body on this earth (Rom. 12; 1 Cor. 12; 2 Cor. 4; Eph. 1; Col. 1).
He actually lives and dwells within us (Gal. 2:20; Eph. 3:17). This means that in this day and age, Jesus
calls the children to himself, in part, through us – through our actions and interactions with the children.
When they see us, they should see Jesus. We are to value them, love them and include them as Jesus
does.
Of course we know that all children are not alike. Each child is a unique gift from God. Every child is
fearfully and wonderfully made (Psalm 139:13-16), no matter what their strengths and weaknesses may
be. In our children’s ministries, however, there are times we encounter difficulties as we find ourselves
teaching children who do not learn in the same way as the majority of the children in the class. Some
children may have learning differences, emotional or behavioral issues, cognitive disabilities, or one of
many other challenges that interfere with typical classroom routines and teaching methods. Teachers
in such situations can feel frustrated or helpless, not knowing how to meet the needs of these particular
children. Two specific groups of people come to mind that can be an invaluable resource to us in this
area: special needs professionals and the children’s parents. There are many professionals throughout
our ministries who are well trained and experienced, and they know how to help. There are many
disciples among us who are special educators, social workers, speech pathologists and therapists,
doctors, nurses as well as other professionals who specialize in the area of children with special needs.
How can we tap into this excellent resource in our children’s ministries?
After communicating with several other churches, including regions o f the San Diego, Los Angeles
and San Francisco churches, the New York City Church decided to set up a basic plan in our children’s
ministry to more effectively reach the hearts of these special children. We discussed the plan at a
church-wide meeting of the regional children’s ministry coordinators, and the following is an excerpt
from our “Children’s Ministry Coordinators Manual:”
Love these children and value them as the precious works of God they are (Psalm 139)
Suggested simple steps for working with children with special needs in your ministry:
1. Identify children in your ministry who need a shadow (1:1 teacher).
2. Identify an individual who can be a shadow for each child (e.g. you have 4 children who
need shadows; decide on 4 people who can be shadows – or more if you want to have
trained substitutes on hand).
3. Ask the individuals if they work be willing to serve in this way.
4. Ask a professional in your ministry if they would be willing to train these shadows to
work effectively with the children they have been assigned to (advise on tips/tricks/
strategies for basic classroom routines, behavior issues, etc.).
5. Training could take place during mid-week (check with ministry staff for best plan).
You may also have children in your ministry who have special needs, but they do not require a
shadow. In this case, ask a professional to observe the class, and then offer tips/techniques/
strategies to the teachers of that class. The teachers will then be better equipped to meet
the needs of the children. The professional can continue to provide support through ongoing
communication with the teachers.
Consult church-wide directory of professionals for additional guidance and resources. [We put
together a directory of special needs professionals throughout the church. Approximately 30
individuals are on the current list, which includes name, occupation and contact information.]
Of course we are aware that there cannot be one generic plan that will sufficiently meet the needs of
all the children, as every child is totally unique. But the insight and wisdom of trained professionals can
help teachers meet the unique needs of each child.
Professionals can also assist in communicating with parents, who are probably the most valuable
resource in knowing, helping, loving and meeting the needs of their children. Parents usually know what
specifically helps their children at home and at school. Perhaps certain routines or visual aids or fidget
toys, etc. help tremendously. We will not know this crucial information unless we talk with the parents.
But the area of special needs is very sensitive and people’s feelings can easily be hurt, so it may be most
helpful for a professional or another parent with similar experience to offer guidance or suggestions in
the communication process.
Countless books and articles have been written on this subject, and simply considering how to address
these issues in our children’s ministries is just the tip of the iceberg. In New York, we wanted a place to
start, which is what is offered here. As we go forward, may we show every child the love of Jesus, and
may we rely on God’s divine power as we strive to meet the needs of all children (2 Peter 1:3).
Helpful resources:
Let All the Children Come to Me: A Practical Guide to Including Children with Disabilities in Your Church
Ministries, by MaLesa Breeding, Dana Hood and Jerry Whitworth
Special Needs Smart Pages: Advice, Answers and Articles About Teaching Children with Special Needs, by
Joni & Friends
The Special Needs Ministry Handbook: A Church’s Guide to Reaching Children with Disabilities and Their
Families, by Amy Rapada
Angie Gursoy,
Youth Ministry Coordinator, New York, NY
