A congregational community is an ideal place to share and strengthen faith, form lasting relationships, and develop special gifts and talents. Too often, though, people with developmental and other disabilities lack the opportunities and supports to fully participate in the life of their faith community. That (TM)s why families and service providers need to read this groundbreaking guidebook--and share a copy with congregations that want to become places of welcome and belonging for people with disabilities.

Bringing his practical ideas to life with anecdotes, quotes, and examples of successful strategies, Erik Carter helps readers

• reflect on how welcoming their congregation is--and could be--for people with disabilities and their families
• articulate and pursue a bold vision of inclusion throughout their congregation, community, city, or state
• take steps to break down attitudinal, architectural, programmatic, and other barriers to inclusion
design appropriate, inclusive religious education programs for children, youth, and adults
• learn how service providers can actively support the spiritual preferences, strengths, and needs of people with disabilities

To make inclusion work in any faith community, this how-to book gives readers workable strategies and photocopiable forms for identifying oeindicators of welcome,  encouraging community outreach, and gathering important information about the support needs of people with disabilities and their families.

Erik Carter, Ph.D. is a Professor in the Department Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. His research and teaching focuses on evidence-based strategies for supporting access to the general curriculum and promoting valued roles in school, work, and community settings for children and adults with intellectual and developmental disabilities. Prior to receiving his doctorate, he worked as a high school teacher and transition specialist with youth with significant disabilities. He has published widely in the areas of educational and transition services for children and youth with significant disabilities. He was the recipient of the Distinguished Early Career Research Award from the Council for Exceptional Children and the Early Career Award from the American Association for Intellectual and Developmental Disabilities. His research interests include adolescent transitions from school to adult life; peer relationships and peer support interventions; students with severe disabilities, access to the general curriculum; and religion, congregational supports, and disabilities.