Search results for: Inclusion
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Each February, we mark Jewish Disability Awareness Month. This year, the decision was made to add “inclusion” to the equation, and it is now called Jewish Disability Awareness and Inclusion Month (JDAIM). This addition may seem insignificant, but actually marks a movement toward action. Building awareness around an issue means that people come together to learn about and discuss it. It doesn’t imply next steps for taking action. “Inclusion” is a much bolder statement, calling on Jewish organizations to take action and include people with disabilities.
Updated: Mar. 02, 2016
Israel’s first college aimed specifically at students with autism, Asperger’s syndrome and complex learning disabilities is set to open in March 2016. According to the NRG news website, the BE Academic College will be a collaboration between Beit Ekstein, an organization that provides services to people with a variety of learning and developmental disabilities, and the Open University, a distance-learning institution with branches throughout the country. The new institution will be housed at Beit Ekstein’s campus in Givatayim, a suburb of Tel Aviv. It will offer three interdisciplinary tracks meant to prepare its target population for the workforce. The programs announced by the academy are psychology and education, economics and computer science, and psychology and communications.
Updated: Jan. 06, 2016
Students with special needs often enter the classroom and become overloaded with sensory input. These distractions inherent in every classroom generate a multitude of sensory stimuli for students to absorb and process. Teachers face many challenges in the classroom, especially in those classrooms where students require more individualized attention. The challenge for educators is to look for alternatives to traditional teaching methods and ways of engaging their students. To keep students with special needs more engaged and focused, physical activity can be the key. I am inviting and challenging educators to step outside of their comfort zones by creating an environment that engages the students with movement. Teachers can benefit from incorporating at least 30 minutes a day of some form of physical activity. Sports specific activities, exercise and fitness related routines, and other forms of movement can improve the health of your students, increase cognitive performance, encourage socialization, and can sometimes decrease self-stimulatory behaviors often referred to as “stimming.” These repetitive body movements or movement of objects are very common in individuals with special needs and help them to regulate their bodies. Exercise and movement can have a calming effect on these students.
Updated: Jan. 06, 2016
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 hone in on strategies for maximizing student strengths. Participating schools in NY, NJ, Baltimore, Chicago, and now, Boca Raton, Florida. The 6-day training will take place on February 9, 10, 24, 25, & March 8-9 2016 in a Midtown Manhattan location.
Updated: Nov. 25, 2015
The editors of the Journal of Jewish Education are interested in receiving papers that address and consider the phenomenon of Special Needs and Inclusion in Jewish Education. The field of Jewish special education is relatively new, and rapidly growing. Children have special educational needs if they have a learning challenge that calls for a special educational provision to be made for them.
Updated: Nov. 18, 2015
The study explored the understanding and implementation of inclusive education in an independent Jewish community school; a school with a community ethos of care and belonging, whose context is, by definition, exclusionary on the grounds of a particular social category - religion. However, this exclusionary agenda positioned the school as inclusive on the grounds of strong communal values. Nevertheless, the school struggled with difference and diversity despite its purportedly strong communal spirit and religious culture. Further, it is arguable that the challenges encountered by the school may be indicative of the emergent economic context of South Africa where aspiration is often thwarted by economic realities.
Updated: Nov. 11, 2015
Assessment is a critical function at all levels of day schools. From the classroom to the boardroom, the faculty to the head, every stakeholder and every aspect of school operations stand to benefit from evaluation. Nonetheless, thinking about assessment, and the vehicles for achieving it, are changing in many ways parallel to other aspects of school design. This issue offers reflections about assessment, various and novel ways of achieving it, and discussion of outcomes that can result from successful measurement.
Updated: Nov. 04, 2015
Join Hidden Sparks for the 2015-16 school year of Hidden Sparks Without Walls, an online audio conference accessible from home or school. Hidden Sparks without Walls offers distance-learning classes 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: Nov. 04, 2015
In my role as an Education Director of a synagogue’s Hebrew school, I have the good fortune to be able to use my skills to develop programs that enable students of all abilities to learn and thrive in a religious school setting. As an advocate of inclusion, I help guide my community to ensure that everyone has equal opportunities to participate and find meaning through all aspects of synagogue life. Yet, not all synagogues have a Jewish Special Educator. Not all synagogues have a professional who advocates for inclusion. What can parents of children with disabilities do to ensure that their children are fully included in Hebrew school?
Updated: Sep. 16, 2015
Gleanings is the ejournal of the William Davidson Graduate School of Jewish Education of The Jewish Theological Seminary. This sixth issue of Gleanings focuses on inclusion and special needs. Please join us in the conversation about this important issue.
Updated: Jul. 01, 2015