Search results for: Inclusion
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JDC-Tevet, a partnership with the Israeli government for the advancement and inclusion into the Israeli workforce of vulnerable populations — Arab-Israelis, ultra-Orthodox (Haredi) Jews, women, people with disabilities, Ethiopian immigrants, workers over 45, and other disadvantaged citizens, is one of many private and public initiatives training underemployed populations to address a shortage of skilled workers for Israel’s burgeoning high-tech arena. Many experts believe the gap can and should be filled domestically.
Updated: May. 30, 2018
Nearly 400 ninth-graders from the Interdisciplinary High School in Hadera accompanied students from the nearby Neve Etgar School for Children with Special Needs on a Tu B’Shvat tree-planting activity earlier this year. The Hadera students decided to organize a music and crafts activity for the special-needs kids a week later. The two groups might never have crossed paths if not for a program called Tikkun Olam (Repairing the World), launched in September 2016 by ALEH, Israel’s care network for children with severe complex disabilities, in partnership with Israel’s Ministry of Education.
Updated: Apr. 11, 2018
Jewish Disability Awareness and Inclusion Month (JDAIM) begins next week. It’s been held in February for the last ten years and is a worldwide unified initiative for Jewish organizations to raise awareness and foster inclusion of people with disabilities and mental health conditions. JDAIM is a call to action as we act in accordance with our Jewish values, honoring the gifts and strengths that each one of us possesses. ELI Talks has a number of talks that are great conversation-starters for your community. ELI Talks have been shared in adult education programs, for inclusion committees and also with high school programs. They can serve as a limmud for your board meeting or other committee meeting–during JDAIM or at any time during the year
Updated: Feb. 13, 2018
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
This study examines changes in feelings of school belonging and social engagement of Israeli-Ethiopian pupils, linking them to achievement and inclusive-supportive school environment. The study brings forward the pupils' voice, the home class teacher's assessment and the school's head master conceptions, on inclusion and support in one elementary school in Israel. The school's environment is focused on social-emotional support, aiming to promote achievement, by enhancing feelings of school belonging and social engagement.
Updated: Sep. 06, 2017
Three outstanding Jewish educators who are taking their visions of deeply engaging Judaism and igniting them into reality - are the 2017 recipients of The Covenant Award. Rabbi Tully Harcsztark, Founding Principal of SAR High School in Riverdale, NY; Meredith Englander Polsky, National Director of Institutes and Training at Matan in New York, and Developmental Support Coordinator at Temple Beth Ami Nursery School in Rockville, MD; and Dr. Jane Shapiro, Co-Founder of Orot: Center for New Jewish Learning in Skokie, IL are the recipients of the Award, which is among the highest honors in the field of Jewish education.
Updated: Jun. 14, 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