Abstract
This article explores the notion of inclusive religious education as it impacts people with and without disabilities. The changes that need to occur to make religious education inclusive go far beyond the idea of inclusion to the basic premise of what faith development entails. A case is made that religious education in most of its current forms is too knowledge-based, leading to an errant premise about how faith is developed and to misguided structures for the Christian church. The presence of persons with intellectual disabilities reminds us to re-examine this knowledge orientation, resulting in recommendations for faith development programs that will benefit all.
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