Search results for: Inclusion
Page 1/7 67 items
Coinciding with Jewish Disability Awareness and Inclusion Month, the Marcus JCC of Atlanta’s Lisa F. Brill Institute for Jewish Learning offers inclusive education classes through the Florence Melton School of Adult Jewish Learning virtually via Zoom.
Updated: Apr. 20, 2021
What are important ideas to keep close to your heart and mind when working with participants of all abilities? Stability, creativity, flexibility and finding the certainty within your uncertainty. At Shutaf Inclusion Programs in Jerusalem , we call that Structured Flexibility, that is, setting your goals and building your program’s structure while planning and allowing for variation as it reveals itself along with the needs of each participant.
Updated: Jan. 10, 2021
“Just do inclusion,” we’re told. But sometimes, we need some help. Take a look at the Shutaf Inclusion Guide. It’s online and easy to access, with teaching videos, articles, games and resources, available for all to use and share with others. We’ll be adding new materials - tell us what you need in order to move your work in your community spaces, from the classroom to camp, to the workplace, and wherever the community gathers.
Updated: Dec. 09, 2020
Hidden Sparks Without Walls/Teacher Track is a webinar series designed for educators and administrators serving Jewish day schools. Varied course topics are offered to deepen classroom teachers’ pedagogic knowledge and practice and enhance their understanding of learning, behavior and differentiated instruction.
Updated: Oct. 22, 2020
This article examines state religious school teachers’ attitudes regarding the inclusion of students with special needs and factors affecting their perceptions. A representative sample of 579 teachers from primary, junior high and high schools filled in a questionnaire regarding attitudes toward inclusion and related factors such as professional support, commitment to inclusion, adaptability of the curriculum, extent of inclusion, existence of technical aids, parental involvement and the influence of the inclusion on students without special needs.
Updated: Jun. 10, 2020
Matan’s Jewish Disability Awareness, Acceptance and Inclusion Month (JDAIM) Lesson Plans are designed for Congregational School and Jewish Day School educators.
Updated: Feb. 17, 2020
To mark Jewish Disability Awareness, Acceptance and Inclusion Month (#JDAIM) in February, ALEH, Israel’s network of care for children with severe complex disabilities and an international advocate for disability inclusion and equity, is launching its new ‘ALEH Bechinuch’ disability inclusion programming at seven Jewish schools in New York and South Florida.
Updated: Feb. 12, 2020
February is known as Jewish Disability Awareness, Acceptance & Inclusion Month (JDAIM) — the Jewish community’s unified national initiative to raise disability awareness and support efforts to foster inclusion in Jewish communities worldwide. Throughout the year on The New Normal: Blogging Disability, we are proud to focus on the voices of people with disabilities as well as their family members, educators, advocates and community members speaking about disability and Jewish life. Still, we appreciate how JDAIM shines an extra light on the importance of disability inclusion throughout the month and hope that you’ll read these 10 short essays from New Normal contributors.
Updated: Feb. 12, 2020
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