Multimodal Inquiry of Special Religious Developmental (SPRED) Program: Towards A Friendship Model of Inclusive Catechetical Communication

This dissertation explores the use of multimodal strategies in inclusive catechetical communication (ICC) within the Special Religious Development (SPRED) program, specifically addressing the needs of individuals with developmental and intellectual disabilities (PDID). By examining the practices of catechists, this research investigates how inclusive communicative approaches establish a supportive social structure within catechetical settings. The study employs an ethnomethodological framework, analyzing reflective pieces, artifacts, and spatial arrangements to provide a comprehensive understanding of how catechists adapt and refine their methods to meet the diverse needs of PDID participants. Additionally, it assesses the perceived benefits of ICC on PDID’s spiritual and personal growth, emphasizing the role of non-verbal communication, sensory-friendly materials, and community-building practices. Central to the dissertation is the Friendship Model of Inclusive Catechetical Communication, which highlights the dimensions of intimacy, inter-animating collaboration, and interculturality. The findings offer valuable insights into enhancing ICC practices, advocating for adaptive communication techniques, inclusive environmental design, and a holistic approach to religious education.