Search results for: Inclusion
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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
This February marks the 9th annual Jewish Disability Awareness and Inclusion Month (JDAIM). At The Jewish Federation of Greater Washington, we proudly celebrate JDAIM with the knowledge that inclusion is among our main areas of focus year-round. Our policies, practices and programs incorporate The Jewish Federation’s commitment to include individuals with disabilities, setting a standard for the ways in which individuals are invited and encouraged to participate in Jewish life.
Updated: Feb. 08, 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
In 2014, I left the army and joined Lt. Col Ariel Almog and, together with the Yad Layeled organization (and in partnership with JNF-USA), we founded the “Special in Uniform” program. The program integrates thousands of young people with disabilities into the Israel Defense Forces (IDF) and, in turn, into Israeli society. We see the inclusion of people with disabilities in the army as a way to help usher them into a self-sufficient life once they are discharged from the army. Our belief is that everyone belongs and has the right to reach his or her full potential. Special in Uniform focuses on the unique talents of each individual participant to help each one find a job that is a perfect fit for the individual’s skills within the IDF. The attention is on the ability, not the disability, of each individual, encouraging independence and integration into society.
Updated: Nov. 23, 2016
This article describes conceptual aspects, current policies and practices, and research representing the Israeli perspective regarding early childhood inclusion (ECI) at preschool ages (3–6 years). We review legislative, historical, attitudinal, philosophical, practical, empirical, and cultural issues regarding ECI in Israel. Finally, we focus on several major topics and challenges that call for further discussion and intervention, along with suggestions for future directions to enhance ECI in educational settings with regard to policies, research, training, and practices.
Updated: Aug. 03, 2016
Equality? Inclusion? Do They Go Hand-in-hand? Policy Makers' Perceptions of Inclusion of Pupils with Special Needs – An Exploratory Study
Using Critical Discourse Analysis, this study aims to elicit and expose the perceptions and attitudes of different policy makers in leadership positions at the Ministry of Education in Israel with regard to inclusion. The first stage of the research consisted of individual in-depth semi-structured interviews (N=8). In the second stage the participants (N=21) responded to a written questionnaire (Perceptions about Inclusive Education – PIE) and then took part in group discussions. The texts of the interviews and the group discussions were analyzed using qualitative measures.
Updated: Jul. 13, 2016
Three Jewish Educators, Leaders of Innovation and Impact in the Field, Receive the 2016 Covenant Award
Three outstanding Jewish educators who are leaders of innovation and impact - and who by their very successes are pushing the field to take notice of the power of inclusive, creative education – are the 2016 recipients of The Covenant Award. Daniel Henkin, Director of Music at The Ramaz Upper School in New York and at Camp Ramah Nyack (NY); Rabbi Benay Lappe, Founder and Rosh Yeshiva of SVARA: A Traditionally Radical Yeshiva, Chicago; and Ilana Ruskay-Kidd, Founder and Head of School at The Shefa School, New York are the recipients of the Award, which is among the highest honors in the field of Jewish education.
Updated: Jul. 06, 2016
Room on the Bench: A Project of the Luria Academy of Brooklyn works to transform the experience of students with special needs and their families into one that fully integrates them as members of the Jewish day school community, collaborating with schools to create an inclusive environment through modeling best practices, online guides, and consulting services. Room on the Bench works within existing frameworks and engages teachers, outside service providers, and parents, to create more integrated schools. The project is grounded in the belief that students with special needs belong in our classrooms, at our play dates, and at our birthday parties, as full members of Jewish Day School communities.
Updated: May. 04, 2016
Transform your understanding of your students and yourself as a teacher with Hidden Sparks blended format summer course (June 29 – August 3, 2016). The Hidden Sparks Learning Lenses curriculum helps educators learn how to observe, reflect and plan for all students in their classrooms. Using multiple lenses (developmental, temperamental, ecological) and real-life case studies, educators learn to understand student strengths and challenges, and identify strategies for all learners, including those who struggle academically and present challenging social-emotional issues. Educators will expand their instructional and conceptual toolboxes to improve student achievement.
Updated: Mar. 30, 2016
SAP and Beit Issie Shapiro Introduce IssieBoard – An Adaptive iPad Keyboard for People with Disabilities
SAP Laboratories in Israel and The Beit Issie Shapiro Technology Consulting Center have developed IssieBoard – a new adaptive Hebrew keyboard app for children and adults with disabilities. Designed for the iOS operating system, IssieBoard will allow people with learning disabilities, visual impairments, developmental and intellectual disabilities to use all functions of a virtual iPad keyboard in Hebrew. The IssieBoard app is available for free download on the App Store.
Updated: Mar. 02, 2016