Search results for: Special needs
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Hidden Sparks is now accepting applications for its subsidized Internal Coach Program, designed to train faculty members of a school to be school-based experts on diverse learners. Coaches receive training and ongoing support as they help teachers identify specific learning strategies for students that are struggling. The designated faculty member(s) will receive training and on-site mentoring in understanding and teaching to diverse learning styles, strategies for struggling students, and skill development to become peer coaches.
Updated: Feb. 11, 2018
To help meet the demand for more qualified staff, the Davidson School is launching a concentration in Disabilities Inclusion and Advocacy beginning in Fall 2018. In addition to the standard requirements for our MA in Jewish Education, students in the Disabilities Inclusion and Advocacy concentration will complete coursework in special education at JTS and Columbia’s Teacher College, engage in a year-long practicum in the field (with the option of working at a Jewish summer camp in a disabilities/inclusion program), participate in a number of co-curricular programs and learning opportunities, and enjoy cohort-based meetings and opportunities for reflection. We are currently receiving applications for our inaugural year; we are excited to begin this journey and do this meaningful work.
Updated: Feb. 07, 2018
The Sinai Schools, a network of Jewish special education institutions that began in 1982 with three students at one site in New Jersey and has grown to six locations with 150 students in the state, will establish its first branch in New York City next year. Sinai has announced that it will open a “school within a school” at the SAR Academy in the Riverdale section of the Bronx beginning in September 2018. Aura Lurie, who has served as a teacher for more than a decade in the SAR Academy “inclusion” special education program, will be director of the Sinai pilot program at SAR.
Updated: Sep. 06, 2017
To Include or Not to Include—This Is the Question: Attitudes of Inclusive Teachers toward the Inclusion of Pupils with Intellectual Disabilities in Elementary Schools
Numerous studies have emphasized the relationship between success of policies of inclusion and acceptance and accommodation of students with intellectual disabilities in mainstream settings and teachers’ positive attitudes toward them. Using semi-structured interviews and interpretive and constructivist strategies, the present study qualitatively analyzes the attitudes of 40 inclusive teachers regarding the inclusion of pupils with intellectual disabilities in mainstream elementary school settings in Israel.
Updated: Jun. 07, 2017
As appreciation of the impact of Jewish camping has grown, so have efforts to increase the number of campers able to participate in these settings. Inclusion of campers with disabilities, though not a new phenomenon, has likewise expanded. As more services are provided to campers with disabilities, more camps are hiring an Inclusion Coordinator to spearhead and manage these initiatives. This article explores the work done by these professionals and the challenges they face in doing so. The work of Inclusion Coordinators is discussed in the context of the evolving nature of camp-based inclusion efforts as a whole. The authors see inclusion at summer camps as an area in which much creative work has been done, and would benefit not only from additional resources but also from increased coordination as “a field.”
Updated: Mar. 15, 2017
Compelling reasons exist for moving toward inclusion of diverse learners in Jewish day schools. Graduate programs face the challenge of preparing pre- and in-service teachers as effective educators for inclusive settings. While the development of skills is vital, the inculcation of positive attitudes regarding diverse learners may be equally important. This article explores the process of using student work to evaluate students’ attitudes in the context of a course on teaching diverse learners in a Master’s degree program.
Updated: Mar. 15, 2017
The following study describes the experiences of parents with a child with a disability in Jewish day schools. The findings suggest marked differences in the experiences of parents whose child was able to remain in the day school and those who left as a result of their child’s disability. In the latter group, the themes of loneliness and marginalization were common. Although parents hoped to feel included in the Jewish community—with Jewish day school an important expression of this desire and commitment—many found few appropriate programs and services and a general lack of awareness of and sensitivity to disability issues in the Jewish community.
Updated: Mar. 07, 2017
It’s Off to Work We Go: Attitude Toward Disability at Vocational Training Programs at Jewish Summer Camps
Baglieri and Shapiro (2012) argue that considering attitudes toward disability is an important step toward building a more inclusive society. This study examines attitudes toward disability of staff members of vocational and independent living skills programs for young adults with disabilities in four Jewish summer camps. McDermott and Varenne’s (1995) three approaches for understanding disability were used to examine staff attitudes. Concrete instantiations of all three approaches were found during site visits and interviews at the camps. Implications for the continued development of inclusive educational opportunities in the Jewish community are discussed.
Updated: Mar. 07, 2017
The inclusion assistant (IA) is a fairly new position in the education system and is the outcome of current ideological and legislative steps to include students with special needs into the general educational system. The IA's function is to personally accompany students with severe disabilities - autism, developmental disabilities, physical disabilities, and mental disorders - in the general class. This paper reviews the roles and characteristics of this challenging position and offers a model of an easy-to-implement, in-service, professional development program with minimal time demands that can serve to increase the IA's skills.
Updated: Feb. 22, 2017
Following the almost worldwide implementation of policies giving all students – including those with special education needs – the right to learn within the general education system, there has been a sharp increase in the number of inclusion assistants (IA). IAs provide special-needs students one-to-one accompaniment, allowing them to function in the general education classroom and reducing the onus on the classroom teacher in such cases. Unfortunately, many, if not most, of IAs enter the system without suitable training or special qualifications and often neither they nor the teachers have a clear idea of how they should fulfill their role. This exploratory study used a questionnaire and semi-structured interviews to identify and compare how 30 classroom teachers and IAs define the IA’s role. It also studied how eight IAs changed their perception of their roles after attending an IA training course and what the implications of such courses may be.
Updated: Jan. 17, 2017