Some individuals—children and adults—rely primarily on nonspeaking methods of communication for a variety of reasons, including autism, cerebral palsy, learning difficulties, apraxia or dyspraxia, and selective mutism. As children’s ministry leaders, how can we equip our volunteers to fully engage students who are considered minimally-verbal or nonverbal? Sidenote: I know that not everyone agrees on the terms and language used to discuss disability. I’m using the term "minimally verbal" to describe students who do not use the spoken word as their primary mode of communication; their speech level would be considered significantly below that of their peers.

1: Communication is more than just verbal communication.

The American Speech-Language-Hearing Association defines Augmentative and Alternative Communication, or AAC, as all of the ways that someone communicates besides talking. Even those of us who primarily rely on the spoken word to communicate still use nonverbal communication. Some examples of nonverbal communication include facial expressions, gestures, and eye gaze. We can learn a lot about what a person is feeling by paying attention to their body language and behavior. Your nonspeaking students have information that they want and need to communicate, so pay attention to their nonverbal clues.

2: Always presume competence.

Nonspeaking does not mean non-thinking. Many individuals with nonverbal autism, for instance, understand spoken and written words and may use written words to communicate. In addition to the no-tech or low-tech AAC, such as writing or pointing to pictures or words, there are high-tech options such as iPad apps and speech-generating devices. Be open to learning how each student in your ministry setting best learns and communicates.

3: Provide opportunities for engagement and response.

Be creative about how you elicit responses from your students as you teach them about God’s big story and help them grow in their relationship with Jesus. Answers do not need to be given verbally. Hands-on activities, such as matching pictures or icons to key concepts, work not just for our nonverbal communicators but also for the younger kids in our children’s ministry who might be pre-readers. Using sign language to learn a memory verse—actual ASL or modified—is a way all kids can learn and share their knowledge of Scripture.

Let’s recap:

First, communication is more than just spoken words.

Second, always presume competence.

Third, provide opportunities for engagement and response.

The fourth and final thought I want to share with you is to recognize and celebrate each person’s gifts. 

You do not need to have spoken words to serve the Body of Christ. Each of your students has something to contribute. I have the honor of worshiping with a number of students each Sunday morning, elementary age through adult, who have very few spoken words to share but have incredible hearts for worship. Through their dance and movement, they model the freedom and unbridled joy we should all feel as children of God worshiping our heavenly Father. I am grateful for the example they set for me and for the other students in our inclusive children’s ministry setting. No words required.

Beth Golik is the Ministry Director for Key Ministry, an organization that equips churches to welcome individuals and families affected by disability, particular hidden disabilities. Visit keyministry.org to schedule a free consultation.