Category
Applied
Description
This study attempts to build a bridge over a gap in research regarding how to measure children with cognitive disabilities’ understanding of the gospel, also incorporating information about ministry structure, caregiver responsibility, and methods for presenting the gospel. While there is a plethora of research surrounding the design of disability ministries, very little research has been done in the area of gospel reception, particularly in children with cognitive disabilities. This study utilized a qualitative research design to collect data for analysis and discussion. Specifically, this study included individual interviews, one focus group discussion with all participants at the conclusion of the interviews, and field observations at each ministry site represented by the participants. There were four participants, and they were all either staff or volunteer leaders of disability ministries in their local churches. It is important to study how children with cognitive disabilities best receive and respond to the gospel. Taking this information will assist ministry leaders in designing environments that are conducive to proper reception of the gospel, as well as understanding what markers to look for in regard to gospel acceptance and response. This research has already taken place as a fulfillment of the Senior Honors thesis requirement, and some key findings included the shared spiritual responsibility of caregivers and ministry leaders and the necessity of believing the best of every child. Overall, this study found that children with cognitive disabilities respond best to a multi-sensory, repetitive presentation of the gospel, and are fully capable of a personal relationship with Jesus as evidenced by observable, nonverbal expressions of faith and understanding.
Gospel Reception and Response in Children with Profound Cognitive Disabilities
Applied
This study attempts to build a bridge over a gap in research regarding how to measure children with cognitive disabilities’ understanding of the gospel, also incorporating information about ministry structure, caregiver responsibility, and methods for presenting the gospel. While there is a plethora of research surrounding the design of disability ministries, very little research has been done in the area of gospel reception, particularly in children with cognitive disabilities. This study utilized a qualitative research design to collect data for analysis and discussion. Specifically, this study included individual interviews, one focus group discussion with all participants at the conclusion of the interviews, and field observations at each ministry site represented by the participants. There were four participants, and they were all either staff or volunteer leaders of disability ministries in their local churches. It is important to study how children with cognitive disabilities best receive and respond to the gospel. Taking this information will assist ministry leaders in designing environments that are conducive to proper reception of the gospel, as well as understanding what markers to look for in regard to gospel acceptance and response. This research has already taken place as a fulfillment of the Senior Honors thesis requirement, and some key findings included the shared spiritual responsibility of caregivers and ministry leaders and the necessity of believing the best of every child. Overall, this study found that children with cognitive disabilities respond best to a multi-sensory, repetitive presentation of the gospel, and are fully capable of a personal relationship with Jesus as evidenced by observable, nonverbal expressions of faith and understanding.
