Search results for: Inclusion
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The Matan Institute for Teens is a program designed to teach congregational school madrichim (teen assistants) about inclusion, and help them fill a critical role in the most effective way possible. Everything you need to implement The Matan Institute for Teens is contained in the curriculum itself, and can be implemented by an Education Director, teacher or lay leader. This curriculum is now available for purchase!
Updated: Sep. 05, 2019
As an increasing number of Jewish summer camps welcome campers with disabilities, it becomes more important to understand the experience of these campers and that of their neurotypical peers. In this study, campers with disabilities and neurotypical campers participated together in a photography activity. Photographs and their accompanying narratives were analyzed, yielding three categories of results: (1) camp community and responsibility (2) Jewish experience at camp; and (3) challenges and opportunities. Results are discussed in terms of enhancing the experience of inclusion at camp for all campers.
Updated: Jun. 26, 2019
February in Washington, DC usually means shorter days, colder temperatures, and snow. For the past few years though it has meant something entirely different throughout the Jewish World. February is Jewish Disability Awareness Month, a time when Jewish organizations, schools, synagogues and the like spend time learning about how to create a more inclusive environment. To help bridge the gap between our global Jewish community and people with disabilities in Israel we have published blogs about an array of organizations we have partnered with that strive to ensure a more fulfilling life for all.
Updated: Feb. 14, 2019
In 1981, Rav Moshe Feinstein zt”l extensively outlined the extent of the obligation to educate a child with special needs. Rav Moshe explained that those with diminished mental capacities, who may not fully comprehend all things but nonetheless have some intelligence, are required to observe at least certain mitzvot as adults. Accordingly, Rav Moshe held that we are obligated in the mitzvah of Chinuch, educating them when they are children.
Updated: Feb. 13, 2019
Jewish Disability Awareness & Inclusion Month (JDAIM) is a unified national initiative during the month of February to raise disability awareness and support efforts to foster inclusion in Jewish communities worldwide. Throughout the month of February, Whole Community Inclusion offers programs and resources to help raise awareness about and celebrate disability inclusion across the Greater Philadelphia Jewish Community.
Updated: Jan. 16, 2019
Matan’s Jewish Disability Awareness, Acceptance and Inclusion Month (JDAIM) Lesson Plans are designed for Congregational School and Jewish Day School educators.
Updated: Dec. 19, 2018
Britain’s chief rabbi published a guidebook for Orthodox Jewish schools to help them provide support for LGBT students in the Jewish community. The guide by Rabbi Ephraim Mirvis calls for a zero-tolerance approach to homophobic or transphobic bullying, despite a biblical prohibition against homosexual acts.
Updated: Oct. 04, 2018
The United Nations has chosen “Krembo Wings”, a youth movement for children with and without disabilities, as a special advisor organization, recognizing the youth movement as a world leader in integrating children and youth with and without disabilities in empowering social activities. The status of the Special Advisor to the United Nations (ECOSOC) gives the movement special recognition of the importance of its work in Israel and around the world.
Updated: Sep. 02, 2018
From Power Struggle to Benevolent Authority and Empathic Limit-Setting: Creating Inclusive School Practice with Excluded Students through Action Research
Teachers face a dilemma in setting limits and establishing boundaries with excluded students, who often exhibit extremely disruptive behavior that cannot be ignored or condoned. Since limit-setting through threats, sanctions, punishment, or expulsion simply reinforces the cycle of exclusion, the alternative approach presented here is to treat the breaching of boundaries as a developmental rather than a moral issue. Benevolent authority and empathic limit-setting, which lie at the core of this method, involve understanding and tending to the needs of the young person while at the same time clearly defining the necessary boundaries and positively reinforcing students for maintaining them.
Updated: Jun. 20, 2018
This issue of Hayidion offers insights and strategies concerning school advocacy, by which is meant the ways that a school promotes itself, markets itself and speaks about itself. Authors offer insights into what day schools should know about young parents, and the various means to reach them, both online and in person. Other articles consider how schools can take some of their core practices, such as teaching Hebrew and supporting diverse learners, and use them in their promotion. Additionally, the issue looks at ways that day schools can tap into the larger community and its institutions for purposes of advocacy.
Updated: Jun. 13, 2018