Search results for: Inclusion
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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
Over 50 Hillel professionals met the first week of June at Capital Camps for the first Hillel Educators Kallah. Attendees represented the gamut of Hillel roles, directors, engagement professionals, campus rabbis, and more. Regardless of title or job description, we consider ourselves Jewish educators. But we were stuck when asked if we really consider ourselves educators – what was our pedagogy? What was our method and practice? How could it be assessed, and indeed, are we even able to really demonstrate our successes? It became clear during our discussion that if Hillel staff, regardless of academic training, are going to consider ourselves Jewish educators, we need a method and practice that will merge the central elements, or commonplaces, of Judaism (God, Torah and Israel) with the central elements of education (subject, learner, educator and environment). What would be a curriculum that could be shared by Hillel movement? Even further, how would we measure the successful implementation of that content?
Updated: Jul. 01, 2015
Jewish day schools in Greater Boston will receive $3 million over the next five years to make education more affordable for students with special needs. Combined Jewish Philanthropies, a nonprofit organization, is partnering with the Ruderman Family Foundation to create the Morton E. Ruderman Inclusion Scholarship Fund, according to a statement from officials of the philanthropies.
Updated: Jun. 25, 2015
Announcing Whole Community Inclusion’s B’nai Mitzvah Training: Making Accommodations and Modifications
Whole Community Inclusion is offering a two-day training that will provide information about understanding different types of learning challenges and resources to create accommodations and modifications for children of all abilities as they reach this Bar/Bat Mitzva. Experienced educators will share real life examples of successful adaptations for trope, prayer learning and working on Divrei Torah. Participants will also have an opportunity to problem-solve one-on-one with instructors about specific students, both during and after the training. The training will take place August 3rd and 4th, 2015, 9am–4pm at Jewish Learning Venture, Melrose Park, PA.
Updated: Jun. 25, 2015
Thanks to the new Inclusion Training Guide for Jewish Summer Camps, a co-branded project of the Ramah Camping Movement and the Foundation for Jewish Camp (FJC), navigating real-life situations likely to arise at camp just got easier. The guide became available in May 2015, 2015 – in time for the upcoming camping season – for use by everyone in the camping world and beyond.
Updated: Jun. 10, 2015
Hidden Sparks is pleased to offer its popular Learning Lenses Course now as a blended course — combining the best of in-person and on-line learning. Learning Lenses, a collaboration between Hidden Sparks and The Churchill School and Center, is Hidden Sparks’ core curriculum, designed for faculty members of day schools and yeshivot. The Learning Lenses curriculum helps educators learn how to observe, reflect and plan for all students in their classrooms.
Updated: Apr. 29, 2015
At Foundation for Jewish Camp (FJC), we believe camp must also reflect the diversity of today’s Jewish community and be accessible for everyone. After our study conducted in 2012-13 found that children with disabilities are significantly underserved by Jewish camp, FJC issued a vision statement for a major disabilities initiative. The overarching goal is to ensure that campers with disabilities and their families experience camp as fully and completely as their typical peers. In 2014, we began securing funding to enhance services at nonprofit Jewish camps across North America for campers with disabilities. One of the major areas identified by the study was the need for trained inclusion specialists and for counselor training focused on serving children with a variety of needs.
Updated: Apr. 16, 2015
At a time when inclusion in Jewish Education is such an important topic for schools, synagogues, camps, classroom teachers, Hebrew College is hosting the 7th annual GISHA conference entitled ‘Excellence in Jewish Education: Inclusion’ on March 15-16 2015 at Hebrew College in Newton, Mass. As the rate of special learning needs identification increases and we all feel the responsibility to accommodate our families’ needs, this is a timely moment to participate with educational colleagues in learning more about the importance of inclusion, accommodation and special learning needs.
Updated: Feb. 25, 2015
Since February 2009, the first time the Jewish Special Education International Consortium members planned the first Jewish Disability Awareness Month, an increasing number of Jewish organizations and communities have hit the road, raising awareness about the way Jews with disabilities and those who love them have been practically invisible in Jewish life. As advocates and service providers, we members of the Consortium knew that Jewish organizations could do better than give lip service to inclusion.
Updated: Feb. 12, 2015