Christian educators have long asserted that every individual God gives us to teach should have access to sound learning opportunities. This is true whether considering the teaching-learning process (LeBar, 1989, p. 175), learning styles (LeFever, 1995), or transformed lives (Newton, 2012). Curriculum as a “pathway for believers” to move toward maturity (Estep, White, & Estep, 2012, p. 2), motivation for church attendance (Shultz & Schultz, 2013, p. 28) and enhanced Christian formation (Smith, 2011, p. 140) necessitates a focus on the student’s needs. According to Gregory’s classic The Seven Laws of Teaching (1884/1995), gradual advancement through the stages of learning is the best way for the learner to grasp the material. (p. 42). Unfortunately, for many individuals with special needs these learning opportunities are limited and the process is too abrupt.