Beyond Accommodation: Embracing the Spirituality of Children with Disabilities in the Church

Through this proposal, I will show that caring for children’s spirituality and spiritual needs in the universal church requires the radical inclusion of children with disabilities. Historically, the church has either vilified, infantilized, or ostracized children with disabilities, which has led to children with disabilities and their families feeling unwelcome, uncomfortable, and unsupported by the church. I use the term radical inclusion to call for a complete reform of children’s programs, church services, and church ministries to move past merely welcoming children with disabilities to acknowledging the value of each child's participation and contribution to the body of Christ. The church must move from claiming to welcome, merely accommodating or tolerating children with disabilities to deeply recognizing and honoring the intrinsic worth of their involvement.  There has been an implicit neglect of the spiritual needs of individuals with disabilities, leading to a lack of exploration and understanding of their spirituality (Zhang, 2012). To become truly inclusive, the church should actively seek to learn from children with disabilities and their unique expressions of spirituality. Research indicates that children with disabilities and/or health conditions are less likely to attend religious services due to a lack of support or understanding from local congregations (Ault, Collins, and Carter, 2013). While many resources focus on creating inclusive church programs, there is a serious lacuna in the research on the spirituality of children with disabilities, notably absenting non-speaking children and children with limited communication. Most discussions on children's spirituality are prescriptive and exclusionary, particularly for children who experience the world in different ways due to their disabilities. Whether the focus is on developmental milestones (Fowler), play (Berryman), or relationality (Nye), these models often fail to account for children with disabilities, who communicate and experience spirituality in diverse, non-obvious, or unrecognized ways.

By centering the experiences of children with disabilities, we can expand our understanding of spirituality and, in turn, engage more fully with the body of Christ. Currently, one in six children in the U.S. has a developmental disability (CDC, 2024), and by focusing exclusively on the spirituality of the majority, we miss opportunities to understand the profound ways in which children with disabilities can contribute and participate in spiritual life, their own and others. Their unique lived experiences can teach us about spirituality, enriching our collective experience of the divine. The first step in becoming inclusive of children with disabilities in the study of spirituality is to acknowledge and learn to recognize spirituality in a range of behaviors and emotions. For non-speaking children, or children with limited communication or language, this requires investing time in and building relationships with them. A common phrase in disability spaces is, "All behavior is communication." Even when a child can not communicate vocally, through speech, AAC devices, ASL, or other motions, most parents, guardians, or caregivers will affirm that communication still occurs through behavior or body language.  I contend that spirituality requires the same openness to recognize in our children with disabilities. 

In this presentation, I will explore aspects of spirituality in children with various disabilities that emphasize our need for inclusion through relationships, play, silence and non-verbal communication, and connection, so that we may engage more fully with the divine. A radically inclusive church will benefit everyone. By expanding our knowledge and experiences of spirituality, we will cultivate empathy, deepen our understanding, and open ourselves to new ways of interacting with the divine. Placing greater value on the spirituality of children with disabilities will ultimately lead to a deeper appreciation of all children's spirituality, prompting more creative and inclusive ways to engage with that spirituality. 

A radical approach to inclusion in the church—one that authentically values children with disabilities— will expand the understanding of spirituality in the church. Through the active engagement with and appreciation of children with disabilities, we not only enrich our spiritual communities but also acknowledge the gifts each individual brings. It is only through radical inclusion, grounded in empathy and respect for all forms of spiritual expression, that the church can truly become a reflection of the body of Christ.